Academic Stress Level of High School Students in Biology Learning
Abstract
Background: Learning biology has material and concepts that must be understood by students, besides that there is material that is abstract in nature which makes students feel difficult in understanding it. This can cause student academic stress during the biology learning process. Students who experience stress will certainly feel a loss in the field of learning if they are not able to manage stress quickly and adequately. This research was conducted by analyzing the level of academic stress caused by five factors, namely motivation, self-confidence, anxiety, the education system, and teachers. Academic stress experienced by students is then categorized into three categories, namely mild stress, moderate stress, and severe stress. Methods: The research method used was a survey (expost facto) with instruments in the form of a questionnaire with nine choice scales and interviews. The population in this study were teenage students aged 16-18 years with a sample of 54 students from 3 schools with certain characteristics. Results: The results showed that students experienced academic stress caused by five factors, but with different categories. Students who experience academic stress in the severe category are generally caused by factors of motivation, self-confidence, the education system and teachers. Conclusion: While the anxiety factor only causes academic stress in the mild and moderate categories.
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References
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Nilma, N. (2022). Sistem Pakar Untuk Analisa Tingkat Stres Belajar Siswa SMK Dengan Algoritma Inferensi Forward Chaining. JRKT (Jurnal Rekayasa Komputasi Terapan), 2(02), 88–95. https://doi.org/10.30998/jrkt.v2i02.6729
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Simatupang, A. C., & Sitompul, A. F. (2018). Analisis Sarana dan Prasarana Laboratorium Biologi dan Pelaksanaan Kegiatan Praktikum Biologi Dalam Mendukung Pembelajaran Biologi Kelas Xi. Jurnal Pelita Pendidikan, 6(2), 109–115. https://doi.org/10.24114/jpp.v6i2.10148
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Yohanes, B., & Lusbiantoro, R. (2019). Teori Beban Kognitif: Elemen Interaktivitas dalam Pembelajaran Matematika. Inspiramatika, 5(1), 1–8. https://doi.org/10.52166/inspiramatika.v5i1.1477
Adams, E. J., Nguyen, A. T., & Cowan, N. (2018). Theories of Working Memory: Differences in Definition, Degree of Modularity, Role of Attention, and Purpose. Language, Speech, and Hearing Services in Schools, 49(3), 340–355. https://doi.org/10.1044/2018_LSHSS-17-0114
Aina, M., Budiarti, R. S., Muthia, G. A., & Putri, D. A. (2021). Motivasi Belajar Biologi Peserta Didik SMA pada Pembelajaran Daring Selama Masa Pandemi Covid-19. Al Jahiz: Journal of Biology Education Research, 2(1), 1. https://doi.org/10.32332/al-jahiz.v2i1.3379
Azizi, A., & Irwansah, I. (2020). Pengaruh Penggunaan Model PBLTerhadap Motivasi Belajar Biologi Siswa Kelas X Mia. Jurnal Ilmiah Global Education, 1(2), 186–192. https://doi.org/10.55681/jige.v1i2.52
Azyz, A. N. M., Huda, M. Q., & Luthfi Atmasari. (2022). School Well-Being dan Kecemasan Akademik pada Mahasiswa. Happiness, Journal of Psychology and Islamic Science, 3(1), 18–35. https://doi.org/10.30762/happiness.v3i1.350
Barseli, M., Ahmad, R., & Ifdil, I. (2018). Hubungan Stres Akademik Siswa dengan Hasil Belajar. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 4(1), 40. https://doi.org/10.29210/120182136
Cassady, J. C., & Johnson, R. E. (2002). Cognitive Test Anxiety and Academic Performance. Contemporary Educational Psychology, 27(2), 270–295. https://doi.org/10.1006/ceps.2001.1094
Fauziyyah, R., Awinda, R. C., & Besral, B. (2021). Dampak Pembelajaran Jarak Jauh terhadap Tingkat Stres dan Kecemasan Mahasiswa selama Pandemi COVID-19. Jurnal Biostatistik, Kependudukan, Dan Informatika Kesehatan, 1(2), 113. https://doi.org/10.51181/bikfokes.v1i2.4656
Firmansyah, I., & Ardi. (2022). Analisis Kebutuhan Multimedia Interaktif Berbasis Aplikasi Android Tentang Materi Virus Untuk Peserta Didik Kelas X Di SMAN 13 Padang. Jurnal Biodidaktika , 17(2), 113–119.
Fitriani, Delima Harahap, R., & Safitri, I. (2022). Analisis Hambatan Proses Pembelajaran Biologi Secara Daring Selama Pandemi Covid-19 Di Sma Negeri. Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi Dan Biologi, 5(1), 81–89. http://dx.doi.org/10.30821/biolokus.v5i1.1328
Habibullah, M., Hastiana, Y., & Hidayat, S. (2019). Kecemasan Mahasiswa Dalam Menghadapi Seminar Hasil Skripsi Di Lingkungan FKIP Universitas Muhammadiyah Palembang. BIOEDUKASI: Jurnal Pendidikan Biologi, 10(1), 36–44. http://dx.doi.org/10.24127/bioedukasi.v10i1.2015
Harahap, A. C. P., Harahap, D. P., & Harahap, S. R. (2020). Analisis Tingkat Stres Akademik pada Mahasiswa Selama Pembelajaran Jarak Jauh Dimasa Covid-19. Biblio Couns : Jurnal Kajian Konseling Dan Pendidikan, 3(1), 10–14. https://doi.org/10.30596/bibliocouns.v3i1.4804
Harefa, M., Lase, N. K., & Zega, N. A. (2022). Deskripsi Minat dan Motivasi Belajar Siswa pada Pembelajaran Biologi. Jurnal Pendidikan, 1(2), 381–389. https://doi.org/10.56248/educativo.v1i2.65
Kurnia, R. W. (2021). Stres Akademik Siswa Dalam Melaksanakan Pembelajaran Daring Selama Masa Pandemi Covid-19 Di MAN 1 Jember. TARBIYA ISLAMIA: Jurnal Pendidikan dan Keislaman, 11(2), 57–64.
Lestari, D. G., & Irawati, H. (2020). Literature Review: Peningkatan Hasil Belajar Kognitif dan Motivasi Siswa pada Materi Biologi melalui Model Pembelajaran Guided Inquiry. Bioma: Jurnal Biologi dan Pembelajarannya, 2(2), 51–59.
Lianto, Jufri, W. M. (2018). Pemanfaatan Model Jurnal Belajar Kotak Berhias untuk Meningkatkan Motivasi dan Hasil Belajar. Pendidikan Biologi, 8(2012), 711–716.
Nilma, N. (2022). Sistem Pakar Untuk Analisa Tingkat Stres Belajar Siswa SMK Dengan Algoritma Inferensi Forward Chaining. JRKT (Jurnal Rekayasa Komputasi Terapan), 2(02), 88–95. https://doi.org/10.30998/jrkt.v2i02.6729
Nursolehah, R., & Rahmiati, R. (2022). Pengaruh Expressive Writing terhadap Penurunan Stres Akademik Mahasiswa. Jurnal Basicedu, 6(4), 6703–6712. https://doi.org/10.31004/basicedu.v6i4.3348
Rahmat, A. (2010). Kajian Terhadap Metode dan Pendekatan Pembelajaran Biologi di SMA: Kesenjangan dalam Pembelajaran di Kelas. Jurnal Pengajaran MIPA, 15(1), 25–34. https://doi.org/10.18269/jpmipa.v15i1.35985
Rangkuti, A. S., & Ulfa, S. W. (2022). Analysis of the Attitude and Learning Interest of Senior High School Students Towards Biology Lesson. Jurnal Pembelajaran dan Biologi Nukleus, 8(2), 409–418. https://doi.org/10.36987/jpbn.v8i2.2927
Saputri, N. V. C., Rahmat, A., & Hamdiyati, Y. (2024). Using the Ibsr Technique as a Psychological Intervention to Alleviate Student Stress in Biology Learning: Impacts on Motivation, Knowledge Construction, and Cognitive Anxiety. Biosfer: Jurnal Pendidikan Biologi, 17(2), 508–522. https://doi.org/10.21009/biosferjpb.45086
Sarumaha, M., Harefa, D., Ziraluo, Y. P. B., Fau, A., Venty Fau, Y. T., Bago, A. S., Telambanua, T., Hulu, F., Telaumbanua, K., Lase, I. P. S., Laia, B., Ndraha, L. D. M., & Novialdi, A. (2022). Penggunaan Model Pembelajaran Artikulasi Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPA Terpadu. Aksara: Jurnal Ilmu Pendidikan Nonformal, 8(3), 2045. https://doi.org/10.37905/aksara.8.3.2045-2052.2022
Sayed, A. A. (2021). The Relationships Between Cognitive Load and Affective Strategies used in Learning Situations among General Diploma Students in Faculty of Education. Egyptian Journal of Educational Sciences, 1(2), 69–101. https://doi.org/10.21608/ejes.2021.227241
Simatupang, A. C., & Sitompul, A. F. (2018). Analisis Sarana dan Prasarana Laboratorium Biologi dan Pelaksanaan Kegiatan Praktikum Biologi Dalam Mendukung Pembelajaran Biologi Kelas Xi. Jurnal Pelita Pendidikan, 6(2), 109–115. https://doi.org/10.24114/jpp.v6i2.10148
Siregar, I. K., & Putri, S. R. (2020). Hubungan Self-Efficacy dan Stres Akademik Mahasiswa. Consilium: Berkala Kajian Konseling Dan Ilmu Keagamaan, 6(2), 91. https://doi.org/10.37064/consilium.v6i2.6386
Sudarsana, D. (2019). Pengaruh Antara Stres Akademik dengan Prestasi Belajar Siswa Kelas Ix Smpn 2 Kemalang ( the Influence Beetween Academic Stress and Learning. Jurnal Riset Mahasiswa Bimbingan Dan Konseling, 5(2), 204–207.
Ula, S., Afifa, A. N., & Azizah, S. A. (2021). Pengaruh Penggunaan Teknologi di Masa Pandemi Covid-19 terhadap Hasil Belajar pada Mata Pelajaran Biologi di MAN 2 Jember. ALVEOLI: Jurnal Pendidikan Biologi, 2(1), 54–66. https://doi.org/10.35719/alveoli.v2i1.35
Yohana, Y., Gresinta, E., & Zakiah Fithah A’ini, Z. (2022). Analisis Minat Belajar Biologi Siswa SMA Kasih Depok di Tengah Pandemi Covid-19. EduBiologia: Biological Science and Education Journal, 2(2), 115. https://doi.org/10.30998/edubiologia.v2i2.13527
Yohanes, B., & Lusbiantoro, R. (2019). Teori Beban Kognitif: Elemen Interaktivitas dalam Pembelajaran Matematika. Inspiramatika, 5(1), 1–8. https://doi.org/10.52166/inspiramatika.v5i1.1477
Authors
Saputri, N. V. C., Salsabila, A., Rohimah, T. R., & Rahmat, A. (2025). Academic Stress Level of High School Students in Biology Learning. BIOEDUSCIENCE, 8(3), 385–393. https://doi.org/10.22236/jbes/13214
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