Pengaruh Pola Asuh Akademik dan Persepsi Lingkungan Pembelajaran terhadap Stres Akademik Siswa SMP

Abstract

Pandemi Covid-19 yang melanda menimbulkan banyak stres, salah satunya adalah stres akademik. Era new normal membawa suasana baru dengan hadirnya pembelajaran tatap muka. Penelitian ini bertujuan untuk mengidentifikasi karakteristik keluarga, karakteristik remaja, pola asuh akademik, persepsi lingkungan pembelajaran, dan stres akademik remaja saat daring dan tatap muka, serta menganalisis pengaruh pola asuh akademik, persepsi lingkungan pembelajaran terhadap stres akademik siswa SMP. Responden penelitian ini adalah siswa SMP Negeri di Dramaga. Penelitian menggunakan metode non probability sampling dan teknik purposive sampling. Jumlah sampel yang digunakan adalah 120 responden. Pengisian kuisioner dilakukan secara mandiri dengan arahan terpimpin. Hasil menunjukan bahwa pola asuh akademik yang didapat anak cukup baik. Pembelajaran tatap muka memiliki persepsi yang lebih baik dibandingkan dengan pembelajaran daring. Tidak ada perbedaan stres yang signifikan terhadap stres akademik saat daring dan tatap muka. Hasil uji korelasi menunjukan pola asuh akademik berhubungan positif sangat signifikan dengan persepsi lingkungan pembelajaran, serta berhubungan signifikan negatif terhadap stres akademik. Uji analisis jalur menunjukan bahwa pendapatan berpengaruh positif terhadap pola asuh akademik, selain itu jenis kelamin berpengaruh signifikan terhadap stres akademik yang artinya perempuan memiliki tingkat stress yang lebih tinggi dibandingkan laki-laki dan persepsi lingkungan pembelajaran berpengaruh negatif signifikan terhadap stres akademik. Pola Asuh memiliki pengaruh signifikan positif terhadap persepsi lingkungan pembelajaran.

The Covid-19 pandemic that has hit has caused a lot of stress, one of which is academic stress. The new normal era brings a new atmosphere with face-to-face learning. This research aims to identify family characteristics, adolescent characteristics, academic parenting patterns, perceptions of the learning environment, and adolescent academic stress when online and face-to-face, as well as analyze the influence of academic parenting patterns, perceptions of the learning environment on junior high school students' academic stress. The respondents of this research were Junior High School in Dramaga. The research uses non-probability sampling methods and purposive sampling techniques. The number of samples used was 120 respondents. Filling out the questionnaire is done independently with guided guidance. The results show that the academic academic simulation by parents that children receive is quite good. Face-to-face learning has a better perception compared to online learning. There is no significant difference in stress between online and face-to-face academic stress. The results of the correlation test show that academic parenting has a very significant positive relationship with perceptions of the learning environment, and a significant negative relationship with academic stress. The path analysis test shows that income has a positive effect on academic parenting patterns, besides that gender has a significant effect on academic stress, which means that women have higher levels of stress than men and perceptions of the learning environment have a significant negative effect on academic stress. Academic simulation by parentss have a significant positive influence on perceptions of the learning environment.