Pengaruh Pembelajaran Daring terhadap Stres Akademik Mahasiswa Selama Pandemi Covid-19

Andiarna, Funsu; Kusumawati, Estri

doi:10.24014/jp.v16i2.10395

Cited by 73 publications

(82 citation statements)

References 11 publications

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“…The limited interaction felt by students resulted in feelings of dissatisfaction during online learning, so it provided a learning burden for students with material that was difficult to understand with excessive learning tasks. The learning burden then creates a feeling of fear for students about their academic progress (Andiarna & Kusumawati, 2020). Argaheni (2020) also revealed that most students find it challenging to perform the online learning process because there is no direct interaction with the teacher /lecturer.…”

Section: Introductionmentioning

confidence: 99%

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Permatasari

Ashari

Ismail

2021

GRSSE

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The purpose of this study is analyzed and reconfirm each item on perceived social support e.g., peers, families, and teachers on academic resilience based on online learning during COVID-19. This study uses a quantitative approach with a correlational design as a method. The sample in this study consisted of 291 cadets at Politeknik Ilmu Pelayaran (Marine Science Polytechnic) in Makassar city selected through accidental sampling. Data were analyzed using linear regression analysis with SPSS as a statistical tool. The result of this study indicates perceived social support significantly contributes to academic resilience at 71.8% (R2 = 0.718; Sig < 0.01), and 28.2% comes from outside of the study variables. Every aspect of perceived social support contributes to academic resilience. The contribution of family support by 42.4; teacher support by 16.6%, and peer support by 12.8%. The findings in the study show that family support is the support element that dominant contributes for students in the online learning during the process and gives the highest contribution to academic resilience in the online learning process. Therefore, individuals' perception of peers, family, and teachers who can provide assistance, support, and care when students experience difficulties in the academic field can increase academic resilience.

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Section: Introductionmentioning

confidence: 99%

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Permatasari

Ashari

Ismail

2021

GRSSE

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“…Likewise, students in Indonesia are also experiencing problems during the pandemic. Several studies revealed that about 5 out of 10 students experienced stress during the pandemic (Sugiyanto et al, 2020); among 288 female respondents, 96 percent experienced severe academic stress (Andiarna & Kusumawati, 2020), 83.6 percent of respondents experienced mild stress, and 59.7 percent of respondents experienced fatigue during the online learning (Pustikasari & Fitriyanti, 2021). Do international students in Indonesia also experience the same thing?…”

Section: Introductionmentioning

confidence: 99%

Problems, Stress, Social Support, and Coping Strategies During the Covid-19 Pandemic: Case of International College Students in Indonesia

Defina¹,

Rizkillah²

2021

JIKK

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Covid-19 has an impact on various areas of life in all walks of life. This condition also has an impact on students, especially in their education. This study aimed to analyze the effect of problems, stress levels, and social support on the coping strategies of international students in Indonesia during the Covid-19 pandemic. This study used a cross-sectional design with a quantitative approach—data were collected for two months, June-July 2020. The sample of this study was 88 foreign nationals who studied in Indonesia during the Covid-19 period. Findings, students had difficulty taking distance lectures because of weak signals and limited internet quota. Coping strategies used by this research sample in dealing with problems were spiritual support and rebuilding communication with family and friends online. The primary support in solving problems was family, especially parents. More than half of students fell into an average level of stress. The regression test results showed that income had a significant positive effect on coping strategies. This research implication suggests that the findings can be used to understand problems, stress levels, and coping strategies carried out by students during the Covid-19 pandemic to help stakeholders develop programs and policies related to learning problems during the Covid-19 pandemic.

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“…Changes in learning methods require all groups to comply with all possible ways so that the learning process can run well, and the choice is to use technology as a means of the online learning process. The use of this technology is not without obstacles, several factors that hinder the effectiveness of online learning, including low mastery of technology, limited facilities and infrastructure, internet networks, and costs (Andiarna & Kusumawati, 2020;Purmadi & Hadi, 2018). When asking a question verbally, solve it directly by trying to provide an answer.…”

Section: Discussionmentioning

confidence: 99%

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Prafitasari

Sukarno

Muzzazinah

2021

International j.of Elementary Education

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The COVID-19 pandemic has caused all fields to face a situation that challenging. critical thinking skills must still be integrated into science learning with the situation because it is one aspect of 21st-century learning. An alternative to reducing face-to-face activities is that schools carry out mixed-system learning. The purpose of this study was to evaluate the integration of critical thinking skills in science learning using a blended learning system in elementary schools given the limitations in learning during the covid-19 pandemic. This research is a case qualitative research with descriptive proportion with a sample of 19 elementary school fifth-grade students. Data collection techniques used are observation, documentation, questionnaires, and interviews. Triangulation of sources and techniques used to validate data. The results showed that critical thinking skills in elementary school science learning using a blended learning system are still relatively low with data (Mo<Md<Me), mean = 14.10, and the largest percentage distribution of 47.37%. The percentage of the majority of the questionnaires answered never with details on the aspects of formulating the problem52.63%, analyze arguments and solve problems 48.42%, evaluate 57.89%. In conclusion, the integration of critical thinking skills with blended learning systems in elementary schools in science learning still needs to be considered because there are still obstacles in its implementation. The results of this study have implications for finding solutions to improve critical thinking skills in science learning with blended learning system learning to be more effective. The recommendation in this study is that teachers are more creative in implementing blended learning system learning strategies for success critical thinking skills in learning science students can be achieved well.

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Pengaruh Pembelajaran Daring terhadap Stres Akademik Mahasiswa Selama Pandemi Covid-19

Cited by 73 publications

References 11 publications

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Problems, Stress, Social Support, and Coping Strategies During the Covid-19 Pandemic: Case of International College Students in Indonesia

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

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