PENINGKATAN PEMAHAMAN PENGELOLAAN STRES AKADEMIK SISWA SMA MELALUI PSIKOEDUKASI
DOI:
https://doi.org/10.51878/paedagogy.v6i4.15209Keywords:
Kesehatan Mental, Pemahaman Siswa, Psikoedukasi, Siswa SMA, Stres AkademikAbstract
ABSTRACT
Academic stress is a psychological challenge that may emerge when learning demands, assignments, evaluations, and achievement expectations are perceived as exceeding students’ available resources. Adequate literacy about stress and its management is therefore important as part of school-based promotive and preventive efforts. This study examined changes in students’ understanding of academic stress management after participating in a psychoeducational program. A quantitative pre-experimental one-group pretest-posttest design was employed at SMA Negeri 25 Makassar on May 21, 2026. Sixty-seven students participated in the program, and 66 students had paired pretest and posttest data available for analysis. The participants were selected using purposive sampling. The intervention provided psychoeducation on the concept of academic stress, contributing factors, symptoms, consequences, and stress-management strategies. Data were analyzed using a paired-samples t-test. The mean understanding score increased from M = 5.20 (SD = 2.06) at pretest to M = 6.92 (SD = 1.90) at posttest. The difference was statistically significant, t(65) = 7.26, p < .001, 95% CI [1.25, 2.20], with a large within-participant effect size (dz = 0.89). The findings indicate that participation in the psychoeducational program was accompanied by a meaningful improvement in students’ understanding of academic stress and its management. Future research should employ comparison groups, validated instruments, and follow-up measurements to examine the durability of knowledge gains and their relationship with students’ actual stress levels.
ABSTRAK
Stres akademik merupakan tantangan psikologis yang kerap muncul ketika tuntutan pembelajaran, tugas, evaluasi, dan ekspektasi prestasi dipersepsikan melebihi sumber daya yang dimiliki siswa. Literasi yang memadai mengenai stres dan cara pengelolaannya diperlukan sebagai bagian dari upaya promotif dan preventif berbasis sekolah. Penelitian ini bertujuan menganalisis perubahan pemahaman siswa mengenai pengelolaan stres akademik setelah mengikuti psikoedukasi. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-eksperimental one-group pretest-posttest dan dilaksanakan di SMA Negeri 25 Makassar pada 21 Mei 2026. Sebanyak 66 siswa menjadi responden penelitian. Teknik pemilihan peserta adalah purposive sampling. Intervensi berupa psikoedukasi mengenai konsep stres akademik, faktor penyebab, gejala, dampak, serta strategi pengelolaan stres. Data dianalisis menggunakan paired-samples t-test. Skor pemahaman meningkat dari M = 5,20 (SD = 2,06) pada pretest menjadi M = 6,92 (SD = 1,90) pada posttest. Perbedaan skor signifikan, t(65) = 7,26, p < 0,001, 95% CI [1,25, 2,20], dengan ukuran efek dalam-subjek yang besar (dz = 0,89). Temuan menunjukkan bahwa pelaksanaan psikoedukasi diikuti oleh peningkatan bermakna dalam pemahaman siswa mengenai stres akademik dan strategi pengelolaannya. Penelitian lanjutan perlu menggunakan kelompok pembanding, instrumen tervalidasi, dan pengukuran tindak lanjut untuk menguji keberlanjutan perubahan dan dampaknya terhadap tingkat stres aktual siswa.
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Copyright (c) 2026 Naftalen Koanda, Nurul Inayah Zainuddin, Rahmat S. Bintang, Aryanna Najwa, Syeikh Saoud Al Jibril Nursin, Nadine Claresta, Lidya Landa, Deswinta S.
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