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INDONESIA
JPGI (Jurnal Penelitian Guru Indonesia)
Published by Indonesian Institute for Counseling, Education and Therapy
ISSN : 25413163     EISSN : 25413317     DOI : -
Core Subject : Education,
Education
JPGI (Jurnal Penelitian Guru Indonesia) ISSN: 2541-3317 (for electronic version) 2541-3163 (for print version). JPGI is a peer-reviewed, publishes research manuscripts in the field of education. The Focus and scope of the journals are to: 1) Provide a journal that reports research on topics that are of local and international significance across educational contexts 2) Publish manuscripts that are of local and International significance in terms of design and/or findings 3)Encourage collaboration by local and international teams of researchers to create special issues on these topics. JPGI published biannualy (May and October).
Arjuna Subject : -
Articles 412 Documents
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What do We Know About Academic Stress and Burnout in Secondary Schools? A Systematic Literature Review Zulkifli, Zulkifli; Herlina, Herlina; Sugiarti, Lucia Rini; Fendy Suhariadi
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 2 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Academic stress and academic burnout have become critical issues in secondary education, with significant implications for students’ psychological well-being and educational engagement. Although scholarly attention to these topics has increased, systematic syntheses focusing specifically on secondary school contexts remain limited. This study aims to systematically review empirical evidence on academic stress and academic burnout among secondary school students. A systematic literature review (SLR) was conducted following the PRISMA 2020 framework. Articles were identified through Google Scholar using the keywords academic stress, academic burnout, secondary school, and high school. Peer-reviewed journal articles published between 2010 and 2025 were included, resulting in 12 studies that met the inclusion criteria. The findings indicate that academic stress is primarily driven by excessive academic workload, high-stakes assessment practices, competitive school climates, and strong expectations from teachers and parents. Prolonged exposure to these stressors often leads to academic burnout, characterized by emotional exhaustion, cynicism toward school, and reduced academic efficacy. Academic stress and burnout are also associated with adverse psychological and educational outcomes, including anxiety, reduced well-being, lower engagement, and increased risk of school disengagement. This review highlights the importance of integrated, school-based approaches to support student well-being and sustainable engagement.
Efektivitas model pembelajaran problem solving terhadap hasil belajar pendidikan agama islam: studi pre-eksperimen one-group pretest–posttest Fadilla, Nurul; Meyniar Albin
JPGI (Jurnal Penelitian Guru Indonesia) Vol. 10 No. 2 (2025): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/026625jpgi0005

Abstract

Penelitian ini bertujuan untuk menjawab pertanyaan apakah penerapan model pembelajaran problem solving memberikan peningkatan signifikan terhadap hasil belajar Pendidikan Agama Islam (PAI) siswa kelas XII. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-eksperimental one-group pretest–posttest. Subjek penelitian terdiri dari 20 siswa kelas XII SMK Swasta  IT Aisyiyah Sumatera Utara. Data dikumpulkan melalui tes hasil belajar sebelum dan sesudah perlakuan. Hasil uji normalitas Shapiro–Wilk menunjukkan data tidak berdistribusi normal (Sig. < 0,05), sehingga analisis dilanjutkan menggunakan uji non-parametrik Wilcoxon Signed Rank Test. Hasil analisis menunjukkan terdapat perbedaan signifikan antara nilai pretest dan posttest (Asymp. Sig. = 0,000), dengan peningkatan rata-rata skor dari 70,00 menjadi 86,50. Temuan ini menunjukkan bahwa model pembelajaran problem solving berkontribusi positif terhadap peningkatan hasil belajar PAI siswa

Page 42 of 42 | Total Record : 412

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