246-Article Text-1802-1-10-20220208
246-Article Text-1802-1-10-20220208
246-Article Text-1802-1-10-20220208
Abstract.
Stress is a psychological symptom that we often encounter in everyday life, where
every individual must have experienced it. Students as a milestone in the success of a
nation are required to be able to adapt to the environment quickly. This study aims to
determine whether there is academic stress on student learning outcomes at the
University of Muhammadiyah Lamongan, Faculty of Economics and Business,
Management Study Program. This type of research is observational with a cross-
sectional design. The population in this study were all students of the 2019/2020 and
2020/2021 Management Study Programs with a total population of 173 people. The
sampling technique used was total sampling from the population. The method of data
collection was done by distributing questionnaires to respondents. Furthermore,
statistical tests were carried out using the chi square test with 0.05. Based on the
research results show that; 1) stressors from academic stress Management study
program students in semester 5 and 3 have high gains. This means that students feel
that MBKM's academic activities make them feel stressed. More specifically, the
greatest stressor is caused by pressure from learning and self-expectations that are
not met, 2) Student learning outcomes in the implementation of the independent
learning curriculum are included in the sufficient category. That is, cognitive
competence or knowledge, affective or feeling, and psychomotor or skills obtained
from MBKM are not too high or not too low. 3) The relationship between academic
stress and student learning outcomes is positive and significant. It means. the higher
the degree of student academic stress, the lower the learning outcomes, and vice
versa, and 4) the implementation of MBKM from the student's point of view has a
good impact on their self-development. However, in order for the implementation to
take place optimally, students, lecturers, and stakeholders can work together in
preparing to participate in the next MBKM, such as formulating the implementation
of the MBKM more clearly and carefully, as well as equipping students with the skills
to learn independently.
I. INTRODUCTION
Education is one of the pillars that supports the establishment of a civilization
in a nation. The existence of educational institutions is the key to the progress of a
country; the more advanced the educational institutions, the more advanced civilization
in the country will be. Through education individuals can improve skills, change habits
and attitudes that are expected to make them better. In relation to this, education is an
inseparable part of today's life, especially in this era of globalization which places
education as a competitive advantage; both for individuals and for the existence of the
nation in the international sphere. The elements of education are certainly very diverse
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and all of them have an important role, including the learning component.Law No. 20
of 2003 concerning the National Education System describes that education is a
deliberate and planned effort to create a learning atmosphere and learning process so
that students actively develop their potential to have religious spiritual strength, self-
control, personality, intelligence, morals. noble values and skills needed by himself,
society, nation and state. Referring to this description, education at all levels, including
higher education, is required to develop science and technology that can produce
intellectuals, scientists (professionals) who are cultured and creative, tolerant,
democratic, have strong character and dare to defend the truth for the benefit of the
nation. Universities are required to be able to design and implement innovative
learning processes so that students can achieve learning outcomes through optimal and
relevant aspects of attitudes, knowledge and skills.
The Indonesian government through the Minister of Education and Culture has
designed curriculum changes from year to year in one period with formulations and
objectives that are certainly good for progress and implementation of learning. The
curriculum can be interpreted as a learning guide designed to achieve national
education goals that must be achieved by each educational unit for a period. Among a
number of curricula, Merdeka Campus is a policy launched by the Ministry of
Education and Culture which aims to encourage students to master various sciences
that are useful for facing the world of work. Merdeka Campus is the development of
the Independent Learning concept. Permendikbud Number 3 of 2020 concerning
National Standards for Higher Education interprets that there are four main policies
related to Merdeka Learning – Merdeka Campus which include: ease of opening new
study programs, changes to the higher education accreditation system, changes to
universities becoming legal entities, and the right to study for three semesters at a
university. outside the study program. on January 24, 2020, the Minister of Education
and Culture, Nadiem Makarim, endorsed a program called “Merdeka Belajar” aimed at
Universities/Universities with the term “Independent Campus”. This curriculum
realizes autonomous and flexible learning in higher education so as to create a learning
culture that is innovative, unfettered and in accordance with student needs.Freedom of
learning includes conditions of independence in achieving goals, methods, materials,
and evaluation of learning, both for lecturers and students. Learning evaluation is the
main activity to find out how far the level of achievement of students' abilities. This
step is needed because it can be used as a reference in determining a further learning
policy.
Evaluation has a different meaning from assessment and measurement.
Evaluation is preceded by an assessment (assessment), while the assessment is
preceded by measurement. Measurement can be interpreted as an activity to compare
the results of observations or information on the characteristics of an object. Therefore,
assessment is the most important process in determining the results of learning
evaluations.Regarding the evaluation of the implementation of independent campus
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learning, academic stress is one of the conditions that arise in students at the university
as a result of the experience of experiencing the new curriculum. Stress that arises or is
caused by academic conditions can be categorized as academic stress. Various
academic demands that must be completed by students cause them to experience
academic stress. The inability of students to adapt to these conditions makes them
experience various conditions that are not physically and mentally healthy. Essel and
Owusu (2017) mentioned that the word stress is associated with an increase in several
diseases such as cardiovascular, depression, anxiety, and other issues that harm a
person's mind and body. In addition, Susanto (2015) explains that the academic stress
experienced by students that takes place continuously causes a decrease in body
resistance. Relevance to this situation, Alvin (2007) and Gusniarti (2002) describe that
academic stress is a condition that arises due to the pressures and challenges faced by
students while studying, this condition causes them to have a perception of not being
able to cope with environmental demands and recognize their resources.
In other words, academic stress is the pressure that occurs on students caused
by competition or academic demands.Academic stress is caused by an academic
stressor (Barseli & Ifdil, 2017). Academic stressor is the cause of stress that starts from
the learning process such as pressure to get good grades, length of study, many
assignments, low grades or achievements, and anxiety in facing exams (Rahmawati,
2017). Fairbrother and Warn (2003) mention that academic stressors are related to
assignments; students feel pressured by competition between students, lack of pocket
money to access learning resources, and do not have a record of increasing academic
achievement. In addition, Joseph and Henry (2009) also see another point of view of
the triggers of academic stress, namely the bad relationship between students, students
and lecturers, and personal problems students face with their families. Meanwhile,
Aina and Wijayanti (2019) stated that a competitive learning atmosphere where
students work independently compared to group discussions, differences in needs,
goals, and expectations in learning, as well as disappointment with the applied
education system are factors that need to be considered. to find out the stress
conditions experienced by students. The results of Siregar and Putri's research (2019)
explain that academic stress is influenced by self-efficacy with a negative correlation,
meaning that even though they have high self-efficacy in learning, they still feel
stressed in their academics. In the context oflearning online as it is today, students also
experience situations that make them stressed, they tend to be anxious and depressed
with many tasks and short working time (Barseli, Ifdil., & Fitria, 2020).
Based on research by Rajni and Radhakanta (2018), the relationship between
stress and academic achievement is positive.In line with some of the findings above,
based on observations it is known that this independent learning makes a number of
students experience stress. They are from various fields of study feel confused in
determining the cross-departmental courses that they must take during the
implementation period of independent learning. In addition, they also feel that learning
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becomes more competitive because they are faced with the competencies of cross-
university students. Other stresses faced related to its implementation, such as unstable
networks and internet packages that were exhausted because learning was carried out
via teleconference. They are also faced with lecture assignments that pile up with
shortfor deadlinessubmitting assignments, making them more depressed. This heavy
burden and the psychological burden is feared to make the stress level even higher. The
various problems that have been raised if they continue, it is not known with certainty
whether they result in student achievement decreasing or increasing and ultimately
having an impact on decreasing or increasing the performance of the faculty and the
university as a whole.It is undeniable that the achievement of the goals of an institution
or university does not only depend on the implementation of a renewable curriculum,
modern equipment, complete facilities and infrastructure, but also depends more on the
individual who carries out and receives the treatment.
Quality students can be interpreted as students who carry out their work and
are able to provide good work results or have high learning achievements. The high
student learning achievement also determines the extent to which the university's goals
have been realized and predicts what will be done in the future.Student achievement is
influenced by various personal conditions of each individual. Likewise, students at the
University of Muhammadiyah Lamongan are expected to be able to facilitate students
to become more accomplished to achieve excellence in the fields they are engaged in
so that they can compete in this unlimited global world. Efforts to improve learning
achievement must be accompanied by the control of academic stress and student
learning motivation. Therefore, based on the description of the background, the
researchers are interested in conducting further research to find new aspects related to
the MBKM Implementation Evaluation: Does Academic Stress Affect Student
Learning Outcomes?Stress that occurs in the school or education environment is
usually referred to as academic stress. Academic stress is stress caused by academic
stress”. Academic stress is stress experienced by students that comes from the learning
process or things related to learning activities such as: pressure to go to class, study
time, cheating, lots of assignments, getting test scores, decisions to determine majors
or careers as well as exam anxiety and management stress (Mufidah, 2017). According
to Olejnik and Holschuh (2016) academic stress is a response or reaction that arises
because there are too many demands and tasks that students have to do.
Rahmawati (2012) states that academic stress is a condition or situation where
there is a mismatch between environmental demands and the actual resources owned
by students so that they are increasingly burdened by various pressures and demands.
Academic stress experienced by students is related to: a) academic pressure (sourced
from teachers, subjects, teaching methods, learning strategies, facing tests or class
discussions); and b) social pressure (sourced from students' peers). The stress
experienced by students will then affect the physical and psychological aspects which
will result in disruption of the learning process (Welsh, 2009).Papalia, Old & Feldman
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(2008) stated that stress in the academic field in children arises when expectations for
academic achievement increase, both from parents, teachers and peers, while these
expectations are not in accordance with their abilities. From the results of his research,
Wilks (2008) concluded that the causes of stress among students are: a) fear of not
getting a place in college, b) school exams, c) too much content to be studied, and d)
school schedule that is too busy. All this stress is related to academic problems.
Academic stress is defined as the pressures faced by students related to school
that are perceived negatively and have an impact on physical, psychological health and
learning performance Papalia et al (2008) dan Wilks (2008).Learning outcomes are
changes obtained by students after experiencing learning activities. The changes
obtained depend on what students learn. A person's success in the teaching and
learning process is mostly measured by a learning test measuring instrument, which is
given at the end of the lesson or at the end of the semester. The learning outcomes that
can be produced by students depend on the learning process. Learning outcomes are
student abilities or achievements that students achieve after going through the teaching
and learning process. Sudjana (2011, p. 22) states that learning outcomes are the
abilities that students have after they receive their learning experiences.According to
Susanto (2015, p. 5) said that student learning outcomes are the abilities that children
get after going through learning activities. Because learning itself is a process of
someone trying to obtain a form of behavior change that is relatively permanent. In
learning activities or instructional activities, the teacher usually sets learning
objectives. Children who are successful in learning are those who succeed in achieving
learning goals or instructional goals. Good or bad learning outcomes depend on
individual students who learn and teachers who teach, because learning outcomes are
obtained from students who experience the learning process and teachers who teach
them.
How well students receive lessons in the teaching and learning process and
how well teachers make learning interesting for students to receive is one of the
determining factors for learning outcomes. So, it can be concluded that learning
outcomes are the results obtained by students after carrying out the learning process
which is indicated by changes in the mindset and behavior of students which includes 3
aspects, namely cognitive (understanding), affective (attitude).Similar empirical
research has been carried out, in particular, which makes organizational commitment
as an intervening variable. All these findings have various interpretations, both positive
and negative. Indriyani & Handayani (2018) with the title "Academic Stress and
Achievement Motivation in Students Who Work While Studying". The results of this
study note that the hypothesis is accepted with a correlation value which means that
there is a very significant negative relationship between academic stress and
achievement motivation in students who work while studying. These results indicate
that the lower the academic stress, the higher the achievement motivation in students
who work while studying.Barseli, Ifdil & Fitria (2020) with the title "Academic stress
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due to Covid-19". The results show that during the online learning process that was
implemented during the Covid-19 pandemic, it caused a lot of academic stress,
especially for students.
This shows the need for the efforts of Guidance and Counseling teachers or
counselors to develop the practice of Guidance and counseling services to improve the
quality or potential of students in anticipating the emergence of student academic stress
during COVID-19 and the factors that influence the emergence of academic stress.
This manuscript will introduce an overview of students' academic stress during
COVID-19 including; the concept of stress, the concept of academic stress, and
managing stress during the Covid-19 pandemic Hopefully this can be used as a
reference.The sample in this study were students of the Dharma Husada Kediri
Academy of Nursing who met the inclusion criteria that had been set. The results
showed that neither stress nor motivation significantly affected student learning
outcomes. Dharma Husada Nursing Academy Kediri has a mechanism in a systematic
learning process. This will reduce stress on students and will increase student learning
motivation, which will have an impact on increasing students' Grade Point Average
scores. In contrast to the research and Barseli, Ahmad and Ifdil (2018), they show that
the results of research on student academic stress are generally in the moderate
category, and in general student learning outcomes are in the sufficient category, there
is a significant relationship between academic stress and student learning outcomes.
The implication of this research is that BK teachers can provide guidance and
counseling services that are preventive in nature against academic stress and improve
student learning outcomes.
II. METHODS
Questionnaires were selected to collect data. It is designed in a closed method
and on a scale in response format, especially in Likert scale format. Before being given
directly to respondents (offline) to provide a brief explanation of the research and what
is expected of them. Thus, respondents' responses can be obtained quickly, and they
can fill out questionnaires accurately regarding the research objectives.The population
in this study were all students of the 2019/2020 and 2020/2021 Management Study
Program with a total population of 173 people.
Furthermore, the sample category in this study is the number of students
involved are 173 people with a total sampling technique, namely the selection of
samples from the total population. This idea is the basis for choosing this technique.
The researcher then involved respondents from a total of students as the research
sample, namely 173 students of Muhammadiyah University, Faculty of Economics and
Business, Management Study Program. This study uses two analytical methods. First,
respondents' responses will be determined using descriptive analysis. The score from
the questionnaire was then used as a source of data processing using simple regression
analysis.
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test whether the independent variable affects the dependent variable. Take a decision
by looking at the t-count value along with the t-table value in (α). The results of the
partial calculation show the t-table value of 2.675 at the 95% confidence level and 5%
significance level (α = 0.05). The results of statistical testing through a simple linear
regression test obtained a t-count value of 18,937. Because t arithmetic > the value in
table t (18,937 > 2.675), it means that H0 is rejected and Ha is accepted. Thus, it can be
said that the academic stress variable affects student learning outcomes in the Business
Management Study Program, Faculty of Business, University of Muhammadiyah
Lamongan. To clarify the position of acceptance of Ha and the position of rejection of
H0, a curve is shown which can mark the following areas.
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In total, the items of the learning outcomes average 660 points. These results
reflect the achievement of sufficient training outcomes. This sufficient learning
outcome shows that the learning process of students is still weak. Lectures should
provide sufficient learning outcomes for learning activities that can improve student
learning outcomes. Thus, it is hoped that student learning outcomes will increase,
whether it is a process or implementation of an independent campus program for
higher education. Respondents' responses to students the teacher always pays attention
and remembers the lesson when explaining the lesson. During lecture activities,
lecturers usually give students the opportunity to ask questions or express their
opinions on a topic that is still poorly understood, but many students remain passive.
Some active students are usually in the front row, while students in the back are often
crowded and relatively inattentive. In any case, students who actively asked questions,
answered questions and expressed their opinion showed that they were not ready to
receive the study material offline, students did not prepare the material before the
lesson.
This will of course affect the results of the study itself. Research by Sujadi
(2021) suggests that students who read online lectures can cause academic stress for
their own students.According to Anderson and Cratwall, in a review of Bloom's
taxonomy, student outcomes indicate mastery of three competencies that include the
cognitive, affective, and psychomotor domains. These cognitive areas include students'
ability to (1) memorize, (2) understand, (3) use, (4) analyze, (5) evaluate, and (6)
create. In addition to the cognitive domain, there are also psychomotor and affective
domains. Affective domains include (1) acceptance, (2) response, (3) evaluation, (4)
management, (5) characterization. While the psychomotor domain includes (1)
imitation, (2) manipulation, (3) accuracy, (4) articulation, (5) naturalization.The result
of the research is a measurement activity (data collection and information) to assess the
cognitive, affective and psychomotor process in the learning process that students have
achieved after completing the learning activities to achieve the defined learning
objectives.
Students will think as long as they think, without action, students will not
think. In order for students to think actively, students must be given the opportunity to
perform or carry out activities (Nasution., 2013). In addition, the academic emphasis is
on student learning outcomes in the management education program at Muhammad
Lamongan University, Faculty of Economics and Business. It is known from statistical
analysis that academic stress has a significant and positive impact on student learning
outcomes in the management curriculum of the Faculty of Economics and Business at
Lamongan Muhammad University. The results show that learning achievements are the
level of humanity that students have in receiving, rejecting, and passing on information
received in the learning process. Human learning achievements correspond to the
successful level of the subject in the study of the subject, which is described in the
form of points or reports of each field after passing the learning process. The resulting
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IV. CONCLUSION
Based on the introduction as well as scientific approaches and procedures, this
research has a number of conclusions, namely: first, stressors from academic stress in
Management study program students in semester 5 and 3 have high gains. This means
that students feel that MBKM's academic activities make them feel stressed. More
specifically, the greatest stressor is caused by pressure from studying and unmet self-
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V. ACKNOWLEDGMENT
Deep gratitude goes to the Directorate General of Higher Education, Research
and Technology for funding the research program for the Independent Learning Policy
of the Independent Campus and Community Service based on research results and
prototypes of private universities for the 2021 fiscal Year and LPPM Muhammadiyah
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University of Lamongan who have supported and facilitated the implementation of this
research. Thus, this article can be compiled to support the application of research or
theories that already exist.
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