Hajjy Ar Rachma Prawiranegara, Arista Adi Nugroho

Hubungan antara Stres Akademik dan Dukungan Keluarga dengan Motivasi Belajar pada Mahasiswa selama Pandemi Covid-19

Introduction

Hubungan antara stres akademik dan dukungan keluarga dengan motivasi belajar pada mahasiswa selama pandemi covid-19. Cari tahu hubungan stres akademik, dukungan keluarga, dan motivasi belajar mahasiswa pasca pandemi COVID-19. Studi ini menunjukkan korelasi signifikan dalam konteks pembelajaran daring.

Abstract

Pandemi COVID-19 membuat perubahan dalam metode belajar-mengajar di perkuliahan dari yang biasanya luring menjadi daring. Perubahan tersebut membuat motivasi belajar mahasiswa menurun. Salah satu faktor penyebabnya yaitu stres akademik. Sehingga mahasiswa membutuhkan dukungan keluarga agar dirinya tidak mengalami stres dan motivasi belajarnya tetap terjaga. Tujuan penelitian ini untuk mengetahui apakah ada hubungan antara stres akademik dan dukungan keluarga dengan motivasi belajar mahasiswa pasca pandemi COVID-19. Menggunakan teknik sampling purposive sampling, penelitian ini berhasil mengumpulkan 108 subjek penelitian yang mengisi tiga skala: skala MSLQ dengan aspek dari Duncan dan McKeachie (α = 0,823), skala DASS-42 dengan aspek dari Mumpuni dan Wulandari (α = 0,934), serta skala FSS dengan aspek dari Friedman (α = 0,917). Hasil analisis data uji simultan F ditemukan hipotesis nol ditolak dan hipotesis alternatif diterima (Fhitung > Ftabel, 15,112 > 2,69). Kedua variabel bebas memiliki hubungan yang signifikan dan cukup berarti atau sedang (r=0,473) dengan variabel terikatnya. Peneliti menyimpulkan bahwa terdapat hubungan yang signifikan antara stres akademik dan dukungan keluarga dengan motivasi belajar pada mahasiswa pasca pandemi COVID-19.

Review

The present study investigates the crucial interplay between academic stress, family support, and learning motivation among university students in the context of the COVID-19 pandemic's shift to online learning. The paper highlights a pertinent issue—the decline in student motivation during this period and the potential roles of stress and family support. Utilizing a sample of 108 students, the research concludes that both academic stress and family support collectively bear a significant and moderate relationship (r=0.473) with students' learning motivation. This finding underscores the complex psychological and social factors influencing educational engagement during unprecedented academic disruptions. From a methodological standpoint, the study employs purposive sampling, which, while practical, limits the generalizability of the findings to a broader student population. The choice of instruments raises a specific concern regarding the measurement of academic stress. While DASS-42 is a well-validated scale for general distress, its direct application to measure *academic* stress, as implied by the title and research question, requires further clarification or justification to ensure alignment with the construct. The reliability coefficients reported for all scales (α > 0.8) are commendable, indicating good internal consistency. The statistical analysis, a simultaneous F-test, appropriately assesses the combined effect of the independent variables on learning motivation, although a more explicit presentation of the multiple correlation coefficient (R) and individual beta weights would provide greater insight into the unique contributions of each predictor. Despite these considerations, the study addresses a highly relevant topic, shedding light on factors critical for student well-being and academic success in challenging times. Its findings contribute to understanding the impact of significant educational shifts and the protective role of family support. Future research could benefit from a more precise measurement of academic stress, perhaps through a scale specifically designed for the academic context. Additionally, exploring the independent contributions of academic stress and family support, rather than just their combined effect, could yield more nuanced insights for targeted interventions. Expanding the sample size and employing more diverse sampling techniques would also enhance the external validity and applicability of the findings.

Full Text

Comments

You need to be logged in to post a comment.