Stres akademik sebagai mediator antara kesiapan belajar dan kepuasan mahasiswa terhadap proses belajar daring
Abstract
Abstract
The learning and teaching process has been transformed into an online learning system due to COVID-19, which affected lecturer and university students. This research investigates students online learning satisfaction amid COVID-19 by focusing on online learning readiness and academic stress toward online learning satisfaction. Approximately 276 bachelor’s students (Mage = 20.36, SD = 2.47) hired using the accidental sampling technique participated in this study from public and private universities. The data was collected using Learner Readiness for Online Learning (? = .89), Student Satisfaction with Online Learning (? = .90), and Stressor Scale for College Student (? = .85) that has been modified into an online setting and translated into Bahasa. The results showed that academic stress partially mediated the relationship between online learning readiness and online learning satisfaction in bachelor students. It is shown that academic stress significantly affected online learning satisfaction, besides online learning readiness. Further theoretical and practical implications of this research are discussed.
Keywords: academic stress; online learning readiness, online learning satisfaction, university students.
Abstrak
Kondisi pandemik COVID-19 memaksa sistem pendidikan untuk beralih dari proses belajar tatap muka menjadi belajar daring (online), yang berdampak pada pengajar maupun siswa dari jenjang pendidikan dasar hingga perguruan tinggi. Penelitian ini bertujuan untuk mengetahui bagaimana kepuasan mahasiswa terhadap proses belajar daring, dengan melihat peranan kesiapan belajar daring dan stres yang dirasakan akibat dari proses belajar tersebut. Penelitian ini melibatkan 276 mahasiswa S1 (Musia = 20.36, SD = 2.47) dari berbagai perguruan tinggi negeri dan swasta yang direkrut dengan metode accidental sampling. Data diperoleh dengan menggunakan alat ukur Learner Readiness for Online Learning (? = .89), Student Satisfaction with Online Learning (? = .90), dan Stressor Scale for College Student(? = .85) yang dimodifikasi agar sesuai dengan konteks belajar daring dan diadaptasi ke dalam Bahasa Indonesia. Hasil penelitian menunjukkan bahwa stres akademik secara parsial berperan menjadi mediator dalam hubungan antara kesiapan dan kepuasan belajar daring. Hal ini menjukkan selain kesiapan belajar daring, stres akademik merupakan variabel penting yang dapat mempengaruhi kepuasan belajar daring. Implikasi teoritis dan praktis dari penelitian ini, dibahas lebih lanjut dalam diskusi hasil penelitian.
Kata kunci: kepuasan belajar daring; kesiapan belajar daring; mahasiswa, stress akademik.
Downloads
References
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148. https://doi.org/10.1080/01587919.2018.1553562
Cazan, A.-M., & Tru?a, C. (2015). Stres, relsilience and life satisfaction in college students. Revista de Cercetare Si Interventie Sociala, 48, 95–108. www.rcis.ro
Chraif, M. (2015). Correlative Study between Academic Satisfaction, Workload and Level of Academic Stress at 3rd Grade Students at Psychology. Procedia - Social and Behavioral Sciences, 203(1994), 419–424. https://doi.org/10.1016/j.sbspro.2015.08.317
Coopasami, M., Knight, S., & Pete, M. (2017). e-Learning readiness amongst nursing students at the Durban University of Technology. Health SA Gesondheid, 22, 300–306. https://doi.org/10.1016/j.hsag.2017.04.003
Crawford, N. (2020). Supporting student wellbeing during COVID-19: Tips from regional and remote Australia. National Centre for Student Equity in Higher Education, Curtin University, 1–8. https://www.ncsehe.edu.au/student-wellbeing-covid-19-regional-remote-australia/
Dennison, S., & El-Masri, M. M. (2012). Development and psychometric testing of the nursing student satisfaction scale (UNSASS). Journal of Nursing Measurement, 20, 75–89. https://doi.org/10.5480/1536-5026-33.6.369
Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student satisfaction with online learning: Is it a psychological contract? Journal of Asynchronous Learning Network, 19(2). https://doi.org/10.24059/olj.v19i2.496
Gadzella, B. M. (1994). Student-Life Stress Inventory: identification of and reactions to stressors. Psychological Reports, 74(2), 395–402. https://doi.org/10.2466/pr0.1994.74.2.395
Hayes, A. F. (2018). Partial, conditional, and moderated moderated mediation: Quantification, inference, and interpretation. Communication Monographs, 85(1), 4–40. https://doi.org/10.1080/03637751.2017.1352100
Heo, J., & Han, S. (2018). Effects of motivation , academic stress and age in predicting self-directed learning readiness ( SDLR ): Focused on online college students. Education and Information Technologies, 23, 61–71. https://doi.org/10.1007/s10639-017-9585-2
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
Joosten, T., Cusatis, R., & Cusatis, R. (2020). Online Learning Readiness. American Journal of Distance Education, 1–14. https://doi.org/10.1080/08923647.2020.1726167
Lai, H. J. (2011). The influence of adult learners’ Self-Directed Learning Readiness and network literacy on online learning effectiveness: A study of civil servants in Taiwan. Educational Technology and Society, 14(2), 98–106.
Lee, J., & Jang, S. (2015). An Exploration of Stress and Satisfaction in College Students. Services Marketing Quarterly, 36(3), 245–260. https://doi.org/10.1080/15332969.2015.1046774
MacKinnon, D. P., Fairchild, A. J., & Fritz, M. S. (2007). Mediation Analysis. Annual Review of Psychology, 58(1), 593–614. https://doi.org/10.1146/annurev.psych.58.110405.085542
Ota, A., Li, Y., Masuda, A., Yabashi, A., Morita, M., Minagawa, A., & Yatsuya, H. (2016). Validity and reliability of the Modified Stressor Scale for College Student among medical and medical science students in a private university in Japan. Fujita Medical Journal, 2(2), 25–30. https://doi.org/10.20407/fmj.2.2_25
Pfefferbaum, B., & North, C. S. (2020). Mental Health and the Covid-19 Pandemic. The New England Journal of Medicine, June, 1–3.
Rahmatpour, P., Nia, S. H., & Peyrovi, H. (2019). Evaluation of psychometric properties of scale measuring student academic satisfaction. Journal of Education and Health Promotion, 8, 1–11. https://doi.org/10.4103/jehp.jehp
Rohayani, A. H. H., Kurniabudi, & Sharipuddin. (2015). A Literature Review: Readiness Factors to Measuring e-Learning Readiness in Higher Education. Procedia Computer Science, 59(Iccsci), 230–234. https://doi.org/10.1016/j.procs.2015.07.564
Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus, 2019(4), 4–9. https://doi.org/10.7759/cureus.7541
Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7, 422–445. https://doi.org/10.1037/1082-989X.7.4.422
Sun, J., Dunne, M. P., Hou, X. yu, & Xu, A. qiang. (2011). Educational stress scale for adolescents: Development, validity, and reliability with Chinese students. Journal of Psychoeducational Assessment, 29(6), 534–546. https://doi.org/10.1177/0734282910394976
Sun, P.-C., Tsai, R. J., Finger, G., & Chen, Y. (2008). What drives a successful e-Learning ? An empirical investigation of the critical factors influencing learner satisfaction. Computers and Education, 50, 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007
Wei, H., & Chou, C. (2020). Online learning performance and satisfaction : do perceptions and readiness matter ? Distance Education, 41, 48–69. https://doi.org/10.1080/01587919.2020.1724768
The author who will publish the manuscript at Persona: Jurnal Psikologi Indonesia, agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution ShareAlike License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories, pre-prints sites or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater dissemination of published work