Konsep Diri, Kecerdasan Emosional, Tingkat Stres, dan Strategi Koping Remaja pada Berbagai Model Pembelajaran di SMA
Self Concept, Emotional Intelligence, Stress Level, and Coping Strategies of Youth on Various Learning Model in Senior High School.
Date
2011Author
Prihatina, Restu Dwi
Latifah,Melly
Johan,Irni Rahmayani
Metadata
Show full item recordAbstract
The aim of this study was to analyze of self concept, emotional intelligence, stress level, and coping strategies of youth on various learning model in senior high school. The method used in this study was cross sectional study. This study involved 86 participants who been chosen purposively with some criterions, such as all the participants should be eleventh grade student from acceleration class, RSBI class, and regular class. The primary data was collected by questionnaires and secondary data was collected from school archived. Self concept was classified as internal and external self concepts. Emotional intelligence divided into five dimensions, such self-awareness, self-regulation, motivation, empathy, and social skills. Stress in this study being viewed as physical and psychological symptoms. Coping strategies was classified as problem focused coping and emotion focused coping. In this study, descriptive, correlation, and mean differences analysis were used. The result found that there was positive correlation between self concept, emotional intelligence, problem focused coping, and emotion focused coping. There was negative correlation between self concept and stress level. Emotional intelligence and stress level was negatively correlated. There was a real difference emotional intelligence between three groups of participants and the regular class had the best score. Penelitian ini bertujuan untuk menganalisis konsep diri, kecerdasan emosional, tingkat stres, dan strategi koping remaja pada berbagai model pembelajaran di SMA. Penelitian ini menggunakan metode cross sectional study. Jumlah contoh dalam penelitian ini sebanyak 86 orang yang dipilih secara purposive dengan kriteria merupakan kelas XI IPA kelas akselerasi, RSBI dan reguler. Data primer dalam penelitian ini dikumpulkan melalui kuesioner dan data sekunder yang berasal dari pihak sekolah. Konsep diri dikelompokkan menjadi dimensi internal dan eksternal. Kecerdasan emosional terbagi menjadi lima dimensi, yaitu kesadaran diri, pengaturan diri, motivasi, empati, dan ketrampilan sosial. Stres terdiri atas gejala stres fisik dan psikologis. Strategi koping terbagi menjadi strategi terfokus masalah dan strategi terfokus emosi. Data dalam penelitian ini dianalisis secara deskriptif, uji hubungan, dan uji beda. Hasil penelitian ini menunjukkan bahwa terdapat hubungan yang positif antara konsep diri, kecerdasan emosional, strategi terfokus masalah, dan strategi terfokus emosi. Konsep diri memiliki hubungan yang negatif dengan tingkat stres. Kecerdasan emosional juga memiliki hubungan yang negatif dengan tingkat stres. Terdapat perbedaan yang nyata antara kecerdasan emosional pada ketiga kelompok contoh dan kelas reguler memiliki skor paling tinggi di antara ketiga kelompok.