The Relationship Between Self-Regulation in Learning and Student Academic Stress When Face-to-Face Learning is Limited to Class XI at SMAN 1 Wonoayu
Hubungan Antara Regulasi Diri Dalam Belajar Dengan Stres Akademik Siswa Saat Pembelajaran Tatap Muka Terbatas Pada Kelas XI Di SMAN 1 Wonoayu
DOI:
https://doi.org/10.21070/ups.369Keywords:
Academic Stress, Self Regulation Learning, Senior High School StudentsAbstract
The pandemic forces students to undergo academic activities using online without meeting face-to-face and teachers only give online assignments. Students constantly doing limited learning will trigger stress and fatigue. Children's behavior is irritable, easily bored, and want to go to school immediately to socialize. The purpose of this study was conducted to determine the relationship between self-regulation in learning with academic stress with the type of research used is quantitative correlation. The research population with a total of 380 students and the sample used by researchers amounted to 192 students of SMAN 1 Wonoayu. The sampling technique used was simple random sampling. The research hypothesis is that there is a negative relationship between self-regulation in learning and academic stress during PTMT. Technical data analysis using Pearson's Product Moment correlation test. The results show the coefficient r = -0.439 signifikansi p = 0.000 (p < 0.05).
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