Noqti Nuril Khovi, Rahmat Yahya, Siti Fatimah, Hizamuddin Syah

Fenomena Stres Akademik pada Siswa: Pengaruh Manajemen Mutu terhadap Kesejahteraan Psikologis di Sekolah

Introduction

Fenomena stres akademik pada siswa: pengaruh manajemen mutu terhadap kesejahteraan psikologis di sekolah. Stres akademik siswa & kesejahteraan psikologis dipengaruhi manajemen mutu pendidikan. Pahami dampak beban akademik, dukungan, & peran ekstrakurikuler meredakan stres di sekolah.

Abstract

Penelitian ini bertujuan untuk mengeksplorasi pengaruh manajemen mutu pendidikan terhadap kesejahteraan psikologis siswa di MIS Raudlatul Jannah I yang terletak di Desa Sumberpoh, Kecamatan Maron, Kabupaten Probolinggo. Fokus utama penelitian ini meliputi beban akademik, dukungan psikologis, kompetisi sosial, dan keseimbangan antara tuntutan akademik dan kegiatan pengembangan diri siswa. Metode yang digunakan adalah pendekatan kualitatif dengan desain studi kasus, mengumpulkan data melalui wawancara mendalam, observasi, dan analisis dokumen. Temuan penelitian menunjukkan bahwa beban akademik yang tinggi, kurangnya dukungan psikologis, dan adanya lingkungan kompetitif di sekolah berperan besar dalam meningkatkan stres akademik siswa, yang mengganggu kesejahteraan psikologis mereka. Meski demikian, kegiatan ekstrakurikuler seperti drumband terbukti menjadi salah satu cara efektif bagi siswa untuk mengurangi stres dan meningkatkan kesejahteraan psikologis mereka. Penelitian ini memberikan kontribusi dalam memahami bagaimana manajemen mutu yang berfokus pada akademik dapat memengaruhi kesejahteraan mental siswa, serta pentingnya keseimbangan antara akademik dan kegiatan pengembangan diri. Penelitian ini menyarankan agar sekolah lebih menekankan pada dukungan psikologis yang memadai dan kegiatan non-akademik untuk mendukung kesejahteraan siswa. Penelitian lanjutan dengan pendekatan kuantitatif yang lebih luas di berbagai sekolah sangat diperlukan untuk memperluas temuan ini.

Review

This research addresses the critical issue of academic stress and its impact on student psychological well-being within an educational context, specifically at MIS Raudlatul Jannah I. Utilizing a qualitative case study approach with data derived from interviews, observations, and document analysis, the study effectively explores the multifaceted influences of educational quality management. The findings highlight the significant role of high academic burden, insufficient psychological support, and a competitive environment in exacerbating student stress. Overall, the paper provides valuable insights into the complex interplay between school management practices and student mental health, offering a foundational understanding of the challenges faced by students. A significant strength of this study lies in its focused qualitative design, which allowed for an in-depth exploration of the phenomena within a specific school setting. By meticulously examining factors such as academic burden, psychological support, and social competition, the researchers offer a nuanced understanding of the genesis of academic stress. The identification of extracurricular activities, such as drumband, as effective stress-reduction mechanisms is a particularly insightful finding, offering practical implications for schools. The research successfully articulates how an academic-centric quality management approach can inadvertently compromise student well-being, thus making a pertinent contribution to the literature on educational psychology and school management. While insightful, the study's primary limitation stems from its single-case study design, which restricts the generalizability of its findings beyond MIS Raudlatul Jannah I. The abstract itself acknowledges this, rightly calling for broader quantitative research across diverse school environments to validate and expand these initial observations. Further research could also explore the specific mechanisms through which "quality management" as a construct influences these factors, perhaps distinguishing between different models or implementations of quality management. Nevertheless, the study's clear recommendations for schools to prioritize psychological support and non-academic activities are well-justified by the evidence presented and provide a solid foundation for practical interventions and subsequent empirical investigation.

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