HUBUNGAN STRES AKADEMIK DENGAN PERSEPSI KEMAMPUAN BERPIKIR KRITIS PADA MAHASISWA PROGRAM STUDI PSIKOLOGI UNIVERSITAS NUSA CENDANA KUPANG
DOI:
https://doi.org/10.51878/paedagogy.v5i4.7367Keywords:
stres akademik, kemampuan berpikir kritis, mahasiswaAbstract
This study aims to examine the relationship between academic stress and perceived critical thinking ability among students of the Psychology Study Program at Nusa Cendana University, Kupang. The research employed a quantitative approach with a correlational design. A total of 205 active students from the 2021 to 2024 cohorts participated, selected through proportional cluster sampling. The instruments used were the Perceived Sources of Academic Stress (PSAS) scale adapted from Ramadhani and a perceived critical thinking ability scale developed based on indicators from Mincemoye. Data were analyzed using Pearson’s correlation test. The results revealed a significant negative relationship between academic stress and perceived critical thinking ability (r = -0.156; p = 0.026, p < 0.05). This indicates that higher levels of academic stress are associated with lower perceptions of critical thinking ability among students. Although the correlation is significant, its strength is relatively weak, suggesting that other factors may also influence students’ perceived critical thinking. These findings highlight the importance of effective academic stress management and supportive learning environments to help students enhance their critical thinking skills.
ABSTRAK
Penelitian ini bertujuan untuk mengetahui hubungan antara stres akademik dengan persepsi kemampuan berpikir kritis pada mahasiswa Program Studi Psikologi Universitas Nusa Cendana Kupang. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sebanyak 205 mahasiswa aktif dari angkatan 2021 hingga 2024 menjadi partisipan yang dipilih melalui teknik proportional cluster sampling. Instrumen yang digunakan adalah Skala Perceived Sources of Academic Stress (PSAS) yang diadaptasi dari Ramadhani dan skala persepsi kemampuan berpikir kritis berdasarkan indikator Mincemoyer. Analisis data dilakukan menggunakan uji korelasi Pearson. Hasil penelitian menunjukkan adanya hubungan negatif yang signifikan antara stres akademik dan persepsi kemampuan berpikir kritis (r = -0,156; p = 0,026, p < 0,05). Artinya, semakin tinggi tingkat stres akademik, semakin rendah persepsi mahasiswa terhadap kemampuan berpikir kritis mereka. Meskipun hubungan tersebut signifikan, kekuatannya tergolong lemah, sehingga terdapat kemungkinan faktor lain yang turut memengaruhi kemampuan berpikir kritis mahasiswa. Temuan ini menegaskan pentingnya pengelolaan stres akademik dan dukungan lingkungan belajar untuk membantu mahasiswa mengembangkan kemampuan berpikir kritis secara optimal.
Downloads
References
Angkat, N. N. A., Lister, C., & Lina, J. (2025). Hubungan tingkat penyesuaian diri terhadap tuntutan akademik dengan derajat stress pada mahasiswa baru Fakultas Kedokteran Universitas Prima Indonesia. Jurnal Impresi Indonesia, 4(11), 4044. https://doi.org/10.58344/jii.v4i11.7137
Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale. Health Psychology Open, 2(2). https://doi.org/10.1177/2055102915596714
Cholifah, N., Rini, A. P., & Pratitis, N. (2025). Media sosial, kualitas tidur, dan agresivitas mahasiswa di era digital. Paedagogy: Jurnal Ilmu Pendidikan dan Psikologi, 5(3), 1143. https://doi.org/10.51878/paedagogy.v5i3.6948
Dores, S. P., Jiran, O., Wibowo, D. C., & Susanti, S. (2020). Analisis kemampuan berpikir kritis siswa pada mata pelajaran matematika. J-PiMat: Jurnal Pendidikan Matematika, 2(2), 242–254. https://doi.org/10.31932/j-pimat.v2i2.889
Fitriana, S. N., & Purwandari, E. (2024). Moderasi daya juang: Dukungan sosial dan religiusitas dengan stres akademik mahasiswa pada masa transisi pembelajaran tatap muka. Jurnal Psikologi Perseptual, 5(5), 2269–2278. https://dinastirev.org/JMPIS/article/view/2700
Hutapea, N. M., & Kabatiah, M. (2025). Pengaruh penggunaan ChatGPT terhadap kemampuan berpikir kritis mahasiswa jurusan PPKn angkatan 2023 FIS Unimed. Social: Jurnal Inovasi Pendidikan IPS, 5(3), 1062. https://doi.org/10.51878/social.v5i3.6709
Khairunnisah, K., Marsofiyati, M., & Utari, E. D. (2025). Literatur review: Pengaruh strategi coping dalam mengatasi burnout akademik mahasiswa. Academia: Jurnal Inovasi Riset Akademik, 5(2), 131. https://doi.org/10.51878/academia.v5i2.4970
Liu, Y., Wang, Z., & Li, H. (2020). Impact of academic stress on executive function and critical thinking skills among college students. Journal of Educational Psychology, 112(7), 1383–1396. https://doi.org/10.1037/edu0000408
Morava, A., Shirzad, A., Riesen, J. V., Elshawish, N., Ahn, J., & Prapavessis, H. (2024). Acute stress negatively impacts on-task behavior and lecture comprehension. PLoS ONE, 19(2). https://doi.org/10.1371/journal.pone.0297711
Nurjanah, S., & Sulistyawati, D. (2021). Dukungan sosial dan stres akademik pada mahasiswa selama pembelajaran daring. Jurnal Psikologi Insight, 5(1), 12–25. https://doi.org/10.17509/insight.v5i1.33282
Nurjanah, S., Suryadi, D., & Firmansyah, R. (2019). Gender differences in students’ critical thinking skills in problem-based learning. Jurnal Pendidikan Matematika, 13(2), 153–164. https://doi.org/10.22342/jpm.13.2.6669.153-164
Nurwahyuni, N. (2023). Student academic stress reviewed from critical thinking skills. Jurnal Aisyah: Jurnal Ilmu Kesehatan, 8(2), 1113–1116. https://doi.org/10.30604/jika.v8i12.2100
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. https://doi.org/10.1080/02673843.2019.1596823
Pirnando, M., Handayani, W., & Octaria, D. (2025). Pengaruh pendekatan pendidikan matematika realistik Indonesia terhadap kemampuan pemecahan masalah siswa kelas V pada materi bangun datar di SDN 93 Palembang. Science: Jurnal Inovasi Pendidikan Matematika dan IPA, 5(3), 1214. https://doi.org/10.51878/science.v5i3.6667
Ramadhani, I. R. (2022). Hubungan antara stres akademik dengan emotional eating pada mahasiswa. Buletin Riset Psikologi dan Kesehatan Mental (BRPKM), 2(1), 1–10. https://doi.org/10.20473/brpkm.v2i1.36545
Samsudin, D., & Hardini, T. I. (2019). The influence of learning styles and metacognitive skills on students’ critical thinking in the context of student creativity program. International Journal of Education, 11(2), 117–123. https://doi.org/10.17509/ije.v11i2.14750
Santrock, J. W. (2018). Educational psychology (6th ed.). McGraw-Hill Education. https://books.google.co.id/books?id=jDmuDQEACAAJ
Sarafino, E. P., & Smith, T. W. (2017). Health psychology: Biopsychosocial interactions (9th ed.). John Wiley & Sons. https://www.wiley.com/en-be/Health+Psychology:+Biopsychosocial+Interactions-p-9780470813454
Sembiring, M., Ginting, R. B. B., & Simbolon, E. (2025). Penanggulangan stres anak melalui pembelajaran (PAK) kelas X di SMA RK Serdang Murni Lubuk Pakam. Learning: Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran, 5(4), 1763. https://doi.org/10.51878/learning.v5i4.7507
Tandirura, D. K., Littik, S. K. A., & Aipipidely, D. (2023). Pengaruh penyesuaian diri terhadap stres akademik pada mahasiswa FKM Undana Kupang selama masa pandemi Covid-19 di tahun 2022. Jurnal Ilmiah Universitas Batanghari Jambi, 23(2), 2006–2014. https://doi.org/10.33087/jiubj.v23i2.3192
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Natasya Clavarika Ya Bay, Marleny Purnamasary Panis, Mardiana Artati, Mariana Dinah Charlota Lerik
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
