The Correlation of Full-Day School on Student Academic Stress

Fatchurahman, M. (2021) The Correlation of Full-Day School on Student Academic Stress. Jurnal Konseling dan Pendidikan, 9 (3). pp. 252-259. ISSN 2337-6880

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Abstract

The research base on the education system's phenomenon in Indonesia implements full-day school, which triggers academic stress experienced by students in schools, particularly in Central Kalimantan. This study aimed to get empirical data on a significant effect of a full-day school on academic stress. Statistical data analysis in this study using simple linear regression analysis. The sample in this study was 53 students who were taken by purposive sampling. The Likert scale uses as an instrument for collecting data related to academic stress. The full-day school does not affect students' academic stress. Evidenced by the results of the Pearson analysis, which shows that the value of the t count is 0.379 while the value of the T table is 0.679. Pearson analysis shows that T count is less than T table so that it can see that there is no relationship between full-day school and student academic stress. The results of the study indicate that the school can still carry out full day learning for its students but still pay attention to psychological conditions so that learning outcomes remain quality. the school needs to develop special policies related to full day school so that learning is carried out in accordance with the flow of the existing education system.

Item Type: Article
Uncontrolled Keywords: Full Day School, Academic Stress
Subjects: 100 Philosophy and Psychology > 150 - 159 Psychology > 155 Differential and Developmental Psychology > 155.9 Environmental Psychology > 155.9042 Stress
300 Social Science > 370 - 379 Education > 371 Educational Institutions, Schools and Their Activities > 371.4 Student Guidance and Counseling
Divisions: Perpustakaan > Journals
Depositing User: Publikasi Library UMPR
Date Deposited: 08 Dec 2022 08:04
Last Modified: 23 Aug 2023 04:48
URI: http://repository.umpr.ac.id/id/eprint/251

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