Tingkat stres belajar pada remeja sekolah menegah atas
DOI: https://doi.org/10.33024/hjk.v19i8.1496
Remaja Sekolah Menengah Atas Stres Belajar
Abstract
Background: Teenager is a transitional phase characterized by physical, psychological, and social changes, making individuals more vulnerable to stress, particularly related to academic demands. Unmanaged academic stress can affect students’ mental health and academic achievement.
Purpose: To determine the level of academic stress among high school teenagers.
Method: A quantitative approach with a descriptive design and a cross-sectional study approach was used. The study population was all 279 tenth and eleventh grade students, with a sample size of 180 students determined using the Slovin formula. The study was conducted at Teunom 1 State Senior High School, Aceh Jaya, on December 9–10, 2024. Data were analyzed using a frequency distribution.
Results: The majority of respondents were 16 years old (37.3%), female (65.6%), in the tenth grade (51.7%), and had a parental income of <Rp 3,000,000 per month (62.2%). The majority of students' learning stress levels were in the moderate category, with 130 respondents (72.2%).
Conclusion: The majority of students' learning stress was in the moderate category, indicating relatively high academic pressure, but still within the students' capabilities. The role of families, schools, and the social environment is needed to provide support and stress management strategies so that students can adapt positively.
Keywords: High School; Study Stress; Teenagers.
Pendahuluan: Masa remaja merupakan fase transisi yang ditandai dengan perubahan fisik, psikologis, dan sosial, sehingga rentan terhadap stres, terutama terkait tuntutan akademik. Stres belajar yang tidak terkelola dapat berdampak pada kesehatan mental dan pencapaian akademik siswa.
Tujuan: Untuk mengetahui tingkat stres belajar pada remaja sekolah menengah atas.
Metode: Pendekatan kuantitatif dengan desain deskriptif serta pendekatan cross sectional study. Populasi penelitian adalah seluruh siswa kelas X dan XI berjumlah 279 orang, dengan sampel 180 siswa yang ditentukan melalui rumus Slovin. Penelitian dilakukan di SMAN 1 Teunom, Aceh Jaya pada 9–10 Desember 2024. Data dianalisis secara distribusi frekuensi.
Hasil: Mayoritas responden berusia 16 tahun (37.3%), berjenis kelamin perempuan (65.6%), berada di kelas X (51.7%), serta memiliki pendapatan orang tua < Rp 3,000.000 per bulan (62.2%). Tingkat stres belajar siswa mayoritas berada pada kategori sedang yaitu 130 responden (72.2%).
Simpulan: Stres belajar pada siswa mayoritas berada pada kategori sedang, menunjukkan adanya tekanan akademik yang cukup tinggi, tetapi masih dalam batas kemampuan siswa. Diperlukan peran keluarga, sekolah, dan lingkungan sosial dalam memberikan dukungan serta strategi manajemen stres agar siswa mampu beradaptasi secara positif.
Kata Kunci: Remaja; Sekolah Menengah Atas; Stres Belajar.
Downloads
References
Buchanan, C. M., Zietz, S., Lansford, J. E., Skinner, A. T., Di Giunta, L., Dodge, K. A., Gurdal, S., Liu, Q., Long, Q., Oburu, P., Pastorelli, C., Sorbring, E., Steinberg, L., Tapanya, S., Uribe Tirado, L. M., Yotanyamaneewong, S., Alampay, L. P., Al-Hassan, S., Bacchini, D., Deater-Deckard, K. (2023). Typicality and Trajectories of Problematic and Positive Behaviors Over Adolescence in Eight Countries. Frontiers in Psychology, 13.
Budiman, M. E. A., Yuhbaba, Z. N., & Suswati, W. S. E. (2023). Stress Adaptation to the Mental Resilience of Urban and Rural Adolescents in the Jember Regency. Dunia Keperawatan: Jurnal Keperawatan Dan Kesehatan, 11(2), 271–278.
Dantes, K. R., Agung, A. A. G., Werang, B. R., Sri, A. A. P., & Asaloei, S. I. (2024). Indonesian Primary School Teachers’ Work-Related Stress, Emotional Exhaustion, and Job Performance: A Survey Study in Southern Papua. International Journal of Religion, 5(10), 1990–2007.
Fitriani, D. Y., Soemarko, D. S., Hardjono, I., Sulistomo, A., & Kekalih, A. (2020). Work-Family Conflict and Mental Emotional Disorder in Female Nurses at National Referral Hospital in Jakarta. Journal Of the Indonesian Medical Association, 70(10), 200–206.
Gellisch, M., Olk, B., Schäfer, T., & Brand-Saberi, B. (2024). Unraveling Psychological Burden: The Interplay of Socio-Economic Status, Anxiety Sensitivity, Intolerance of Uncertainty, and Stress in First-Year Medical Students. BMC Medical Education, 24(1), 945.
Graves, B. S., Hall, M. E., Dias-Karch, C., Haischer, M. H., & Apter, C. (2021). Gender Differences in Perceived Stress and Coping among College Students. PLOS ONE, 16(8), e0255634.
Griffith, J. M., Clark, H. M., Haraden, D. A., Young, J. F., & Hankin, B. L. (2021). Affective Development from Middle Childhood to Late Adolescence: Trajectories of Mean-Level Change in Negative and Positive Affect. Journal of Youth and Adolescence, 50(8), 1550–1563.
Handayani, F., Jonathan, B., Joshuar, W., Mark, E., & Halim, C. (2024). Coping Strategies in Overcoming Academic Stress Among High School Students. Journal Neosantara Hybrid Learning, 2(1), 426–441.
Ho, E. J., Joormann, J., Kober, H., & Gadassi-Polack, R. (2025). Social Reorientation of Emotion Regulation: Changing Roles of Family and Peers during Adolescence. Emotion, 25(6), 1447–1459.
Hodes, G. E., Bangasser, D., Sotiropoulos, I., Kokras, N., & Dalla, C. (2024). Sex Differences in Stress Response: Classical Mechanisms and Beyond. Current Neuropharmacology, 22(3), 475–494.
Hukom, K., & Madrigal, D. (2020). Assessing the Correlation between Demographics, Academic Stress, and Coping Strategies of Filipino High School Students with Single-Parents. Philippine Social Science Journal, 3(3), 151–161.
Ismail, T., & Sruthi, O. H. (2023). Resilience and Adolescent’s Psychological Well-Being. I-Manager’s Journal on Educational Psychology, 17(2), 1.
Kim, E. J., & Kim, Y.-J. (2024). Effect of Academic Stress on Depression in Adolescents: Mediating Effect of Self-esteem and Moderated Mediating Effect of Parental Monitoring. Asia-Pacific Journal of Convergent Research Interchange, 10(3), 359–370.
Landis, A. M. (2020). General Adolescent Development. In Adolescent Nutrition (pp. 3–17). Springer International Publishing.
McMahon, G., Creaven, A., & Gallagher, S. (2020). Stressful Life Events and Adolescent well‐being: The Role of Parent and Peer Relationships. Stress and Health, 36(3), 299–310.
Moore, J., Tam, L. Y. C., & Allen, J. L. (2024). When Being Bad Feels Good: A Systematic Review of the Relationship Between Positive Emotion and Antisocial Behavior in Children and Adolescents. Clinical Child and Family Psychology Review, 27(3), 832–862.
Nguyen, M. T., Nguyen, N. K. N., & Nguyen, P. Q. (2024). Family and Friends: Key Influences on Teenage Traits and Behaviors. Social Science and Humanities Journal, 8(10), 5711–5723.
Núñez-Regueiro, F., & Núñez-Regueiro, S. (2021). Identifying Salient Stressors of Adolescence: A Systematic Review and Content Analysis. Journal of Youth and Adolescence, 50(12), 2533–2556.
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The Impact of Stress on Students in Secondary School and Higher Education. International Journal of Adolescence and Youth, 25(1), 104–112.
Pillai, J., Jose, S., A. Velukutty, B., & Riyaz, A. (2023). Academic Stress and Coping in High School Adolescents. International Journal of Contemporary Pediatrics, 10(2), 153–157.
Pontes, A., Coelho, V., Peixoto, C., Meira, L., & Azevedo, H. (2024). Academic Stress and Anxiety among Portuguese Students: The Role of Perceived Social Support and Self-Management. Education Sciences, 14(2), 119.
Sagone, E., De Caroli, M. E., Falanga, R., & Indiana, M. L. (2020). Resilience and Perceived Self-Efficacy in Life Skills from Early to Late Adolescence. International Journal of Adolescence and Youth, 25(1), 882–890.
Simons, L. G., & Steele, M. E. (2020). The Negative Impact of Economic Hardship on Adolescent Academic Engagement: An Examination Parental Investment and Family Stress Processes. Journal of Youth and Adolescence, 49(5), 973–990.
Siswanto, S., Masyhuri, M., Hidayati, N., Ridwan, M., & Hanif, R. (2022). Impact of Work-Family Conflict on Job Satisfaction and Job Stress: Mediation Model from Indonesia. Problems and Perspectives in Management, 20(2), 44–56.
Sousa, M., Machado, A. B., Pinheiro, M., Pereira, B., Caridade, S., Almeida, T. C., Cruz, A. R., & Cunha, O. (2025). The Impact of Positive Childhood Experiences: A Systematic Review Focused on Children and Adolescents. Trauma, Violence, & Abuse.
Xu, X., Xia, M., & Pang, W. (2021). Family Socioeconomic Status and Chinese High School Students’ Test Anxiety: Serial Mediating Role of Parental Psychological Control, Learning Resources, and Student Academic Self‐Efficacy. Scandinavian Journal of Psychology, 62(5), 689–698.
Zhou, X., Bambling, M., Bai, X., & Edirippulige, S. (2023). Chinese School Adolescents’ Stress Experience and Coping Strategies: A Qualitative Study. BMC Psychology, 11(1), 91.
Zimmer-Gembeck, M. J., Skinner, E. A., Scott, R. A., Ryan, K. M., Hawes, T., Gardner, A. A., & Duffy, A. L. (2023). Parental Support and Adolescents’ Coping with Academic Stressors: A Longitudinal Study of Parents’ Influence Beyond Academic Pressure and Achievement. Journal of Youth and Adolescence, 52(12), 2464–2479.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Holistik Jurnal Kesehatan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
