RELATIONSHIP BETWEEN ACADEMIC STRESS DURING THE COVID-19 PANDEMIC WITH SELF - EFFICACY AND LEARNING MOTIVATION IN HIGH SCHOOL STUDENTS

Fenomena stres meningkat akibat adanya permasalahan Covid-19 yang disebabkan karena tuntutan yang harus dipenuhi oleh peserta didik. Penelitian ini bertujuan untuk memperoleh jawaban empirik terhadap tiga permasalahan yang ingin dipecahkan, berikut : (1) Apakah stres akademik berhubungan secara signifikan dengan self-efficacy, (2) Apakah stres akademik berhubungan secara signifikan dengan motivasi belajar, dan (3) Apakah stres akademik berhubungan secara signifikan dengan self-efficacy dan motivasi belajar. Penelitian dilaksanakan melalui  pendekatan kuantitatif dengan rancangan korelasional. Sampel penelitian terdiri atas sampel sekolah dan sampel peserta didik. Ke dua jenis sampel dipilih dengan teknik simple random sampling. Sampel sekolah adalah Sekolah Menengah Atas Negeri 1 Sukomoro, Sekolah Menengah Atas Negeri 1 Maospati, Sekolah Menengah Atas Negeri 1 Barat. Sampel peserta didik sebanyak 267 dipilih dari ke tiga sampel sekolah. Data ke tiga variabel dikumpulkan melalui teknik self-report dengan instrumen skala (skala stres akademik, skala self-efficacy, skala motivasi belajar). Ketiga skala telah teruji validitasnya dan memiliki koefisien reliabelitas yaitu Sebesar 0,645 untuk skala stres akademik, sebesar 0,750 untuk skala self-efficacy,dan sebesar 0,875 untuk skala motivasi belajar. Teknik analisis data yang digunakan adalah metode statistik dengan rumus korelasi tunggal dan korelasi ganda tata jenjang. Hasil analisis hipotesis pertama membuktikan bahwa stres akademik dengan self-efficacy berarah negatif dengan besaran -0,066 dan tidak signifikan. Hasil hipotesis kedua membuktikan stres akademik dengan motivasi belajar berarah negatif dengan besaran – 0,038 dan tidak signifikan. Hipotesis ketiga membuktikan bahwa stres akademik dengan self-efficacy dan motivasi belajar berarah positif dengan besaran nilai 0,106 dan tidak signifikan. Hasil penelitian ini dapat digunakan sebagai bahan kajian bagi guru Bimbingan dan Konseling dalam layanan terkait stres akademik.

The phenomenon of stress increases due to the Covid-19 problem caused by the demands that must be met by students. This study aims to obtain empirical answers to the three problems to be solved, as follows: (1) Is academic stress significantly related to self-efficacy, (2) Is academic stress significantly related to learning motivation, and (3) Is academic stress significantly related to self-efficacy and learning motivation. The research was carried out through a quantitative approach with a correlational design. The research sample consisted of school samples and student samples. The two types of samples were selected by simple random sampling technique. The sample schools were Sukomoro State 1 Senior High School, 1 Maospati State High School, 1 West State Senior High School. A sample of 267 students was selected from the three school samples. Data for the three variables were collected through self-report techniques with scale instruments (academic stress scale, self-efficacy scale, learning motivation scale). The three scales have been tested for validity and have a reliability coefficient of 0.645 for the academic stress scale, 0.750 for the self-efficacy scale, and 0.875 for the learning motivation scale. The data analysis technique used is a statistical method with a single correlation formula and multiple level correlations. The results of the first hypothesis analysis prove that academic stress with self-efficacy has a negative direction with a magnitude of -0.066 and is not significant. The results of the second hypothesis prove that academic stress with learning motivation has a negative direction with a magnitude of -0.038 and is not significant. The third hypothesis proves that academic stress with self-efficacy and learning motivation has a positive direction with a value of 0.106 and is not significant. The results of this study can be used as study material for Guidance and Counseling teachers in services related to academic stress.