Relationship Between the Application of a Full Day School System and Stress Levels in Junior High School

Abstract

Introduction: This research presents the relationship between the schools which implemented full day school and which did not apply the full day school to the level of stress students in junior high schools. This was influenced by the existence of regional autonomy as part of government policy and orientation toward quality education institutions.Methods: This research used a quantitative correlational approach to obtain the significance of the relationship between the variables examined. The sampling technique used purposive sampling, with samples of 37 students for a group of cases and 37 students to control groups. Data analysis was conducted using the Kolmogorov Smirnov test.Results: The results showed that in the case group there were 83.78 experiencing mild stress and 16.22 experiencing moderate stress, while in the control group there were 89.19 experiencing mild stress, and 10.81 experiencing moderate stress with P- value 0.000 (<0.05).Conclusion: The conclusion of this study is that more moderate stress levels are found in students who apply the Full Day School System in Junior High School.

Does Effect of Time Management with Motivation Level and Learning Achievement Students of Vocational High School?

“…Meanwhile, the 166 lesson hours received by students during the day the body is tired of doing activities in the morning so that the lessons received by students cannot run effectively and cannot be absorbed into the brain [4]. In addition, during the day students have done a lot of strenuous activities in the morning and can increase stress in students because they cannot attend lessons properly, this stress is called academic stress [24]. Furthermore, the coefficient of determination itself gets an r square value of 4.6%, where the effect of time management on student motivation and learning achievement is weakened.…”