Hubungan Antara Coping Behavior dan Dukungan Sosial terhadap Stres Akademik pada Mahasiswa Tingkat Akhir

Abstract

Mahasiswa tingkat akhir kerap dihadapkan pada tuntutan akademik yang kompleks, seperti penyusunan skripsi, kekhawatiran terhadap kelulusan tepat waktu, dan tekanan dari dosen pembimbing, sehingga berpotensi menimbulkan stres akademik. Penelitian ini bertujuan untuk mengetahui: (1) hubungan antara coping behavior dengan stres akademik, (2) hubungan antara dukungan sosial dengan stres akademik, dan (3) hubungan secara simultan antara coping behavior dan dukungan sosial dengan stres akademik pada mahasiswa tingkat akhir Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas PGRI Madiun. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel berjumlah 60 responden yang dipilih menggunakan teknik purposive sampling dari 14 program studi di FKIP UNIPMA. Instrumen penelitian berupa skala Likert yang telah diuji validitas dan reliabilitasnya. Teknik analisis data menggunakan korelasi Product Moment Pearson dan korelasi ganda dengan bantuan SPSS. Hasil penelitian menunjukkan: (1) terdapat hubungan negatif yang signifikan antara coping behavior dengan stres akademik (r = -0,489; p = 0,000 < 0,05); (2) tidak terdapat hubungan yang signifikan antara dukungan sosial dengan stres akademik (r = -0,178; p = 0,175 > 0,05); dan (3) terdapat hubungan yang signifikan secara simultan antara coping behavior dan dukungan sosial dengan stres akademik (R = 0,519; R² = 0,269; p = 0,000 < 0,05), dengan kontribusi sebesar 26,9%. Dapat disimpulkan bahwa coping behavior terbukti berhubungan signifikan dengan stres akademik, baik secara parsial maupun simultan bersama dukungan sosial, sedangkan dukungan sosial secara parsial tidak terbukti berhubungan signifikan dengan stres akademik pada mahasiswa tingkat akhir FKIP UNIPMA.

Abstract: Final-year students are frequently confronted with complex academic demands, such as thesis writing, concerns about on-time graduation, and pressure from academic supervisors, which may give rise to academic stress. This study aimed to determine: (1) the relationship between coping behavior and academic stress, (2) the relationship between social support and academic stress, and (3) the simultaneous relationship between coping behavior and social support with academic stress among final-year students of the Faculty of Teacher Training and Education (FKIP), Universitas PGRI Madiun. This study employed a quantitative approach with a correlational design. The sample consisted of 60 respondents selected through purposive sampling from 14 study programs at FKIP UNIPMA. The research instruments were Likert-scale questionnaires that had been tested for validity and reliability. Data were analyzed using Pearson Product-Moment correlation and multiple correlation with the aid of SPSS. The results showed: (1) a significant negative relationship between coping behavior and academic stress (r = -0.489; p = 0.000 < 0.05); (2) no significant relationship between social support and academic stress (r = -0.178; p = 0.175 > 0.05); and (3) a significant simultaneous relationship between coping behavior and social support with academic stress (R = 0.519; R² = 0.269; p = 0.000 < 0.05), contributing 26.9%. It can be concluded that coping behavior was significantly associated with academic stress, both partially and simultaneously with social support, whereas social support alone was not significantly associated with academic stress among final-year students of FKIP UNIPMA.