Kecemasan Akademik pada Peserta Didik: Tinjauan Literatur tentang Faktor Penyebab dan Strategi Penanganannya
DOI:
https://doi.org/10.24256/iqro.v6i2.12680Keywords:
kecemasan akademik, peserta didik, penyebabAbstract
Kecemasan akademik merupakan salah satu masalah psikologis yang sering dialami peserta didik dan berkaitan erat dengan prestasi belajar, kesehatan mental, serta keterlibatan di kelas. Artikel ini merupakan tinjauan literatur naratif yang bertujuan menelaah konsep, faktor penyebab, dampak, dan strategi penanganan kecemasan akademik berdasarkan publikasi tahun 2015 sampai 2023. Hasil telaah menunjukkan bahwa kecemasan akademik bersifat multikomponen, dipengaruhi oleh penilaian kognitif, keyakinan diri, pendekatan belajar, pola pendampingan keluarga, serta tuntutan dan konteks sekolah. Kecemasan ini berkorelasi negatif dengan prestasi dan berhubungan dengan gangguan kesehatan mental, dengan hubungan yang cenderung timbal balik. Strategi yang didukung literatur mencakup penilaian ulang kognitif, intervensi berbasis mindfulness, program pengelolaan stres, serta perbaikan praktik pengajaran dan penilaian, dengan catatan bahwa sebagian besar bukti intervensi berasal dari mahasiswa di negara maju. Artikel ini merekomendasikan pendekatan berjenjang yang melibatkan siswa, guru, keluarga, dan sekolah, serta menekankan perlunya penelitian di lembaga pendidikan Indonesia, termasuk madrasah, pesantren, dan perguruan tinggi Islam.
References
Amanvermez, Y., Rahmadiana, M., Karyotaki, E., de Wit, L., Ebert, D. D., Kessler, R. C., & Cuijpers, P. 2023. Stress management interventions for college students: A systematic review and meta-analysis. Clinical Psychology: Science and Practice, 30(4), 423–444. https://doi.org/10.1111/cpsp.12342
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. 2021. A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. https://doi.org/10.1037/bul0000307
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), Article 2055102915596714. https://doi.org/10.1177/2055102915596714
Beilock, S. L., & Maloney, E. A. 2015. Math anxiety: A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4–12. https://doi.org/10.1177/2372732215601438
Brady, S. T., Hard, B. M., & Gross, J. J. 2018. Reappraising test anxiety increases academic performance of first-year college students. Journal of Educational Psychology, 110(3), 395–406. https://doi.org/10.1037/edu0000219
Carsley, D., Khoury, B., & Heath, N. L. 2018. Effectiveness of mindfulness interventions for mental health in schools: A comprehensive meta-analysis. Mindfulness, 9(3), 693–707. https://doi.org/10.1007/s12671-017-0839-2
Cipra, C., & Müller-Hilke, B. 2019. Testing anxiety in undergraduate medical students and its correlation with different learning approaches. PLOS ONE, 14(3), Article e0210130. https://doi.org/10.1371/journal.pone.0210130
Dowker, A., Sarkar, A., & Looi, C. Y. 2016. Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, Article 508. https://doi.org/10.3389/fpsyg.2016.00508
Dundas, I., Thorsheim, T., Hjeltnes, A., & Binder, P.-E. 2016. Mindfulness based stress reduction for academic evaluation anxiety: A naturalistic longitudinal study. Journal of College Student Psychotherapy, 30(2), 114–131. https://doi.org/10.1080/87568225.2016.1140988
Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szűcs, D. 2016. Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45–53. https://doi.org/10.1016/j.lindif.2016.02.006
Hjeltnes, A., Binder, P.-E., Moltu, C., & Dundas, I. 2015. Facing the fear of failure: An explorative qualitative study of client experiences in a mindfulness-based stress reduction program for university students with academic evaluation anxiety. International Journal of Qualitative Studies on Health and Well-being, 10, Article 27990. https://doi.org/10.3402/qhw.v10.27990
Jamieson, J. P., Peters, B. J., Greenwood, E. J., & Altose, A. J. 2016. Reappraising stress arousal improves performance and reduces evaluation anxiety in classroom exam situations. Social Psychological and Personality Science, 7(6), 579–587. https://doi.org/10.1177/1948550616644656
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. 2015. Intergenerational effects of parents' math anxiety on children's math achievement and anxiety. Psychological Science, 26(9), 1480–1488. https://doi.org/10.1177/0956797615592630
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
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. 2017. Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
Putwain, D. W., Nicholson, L. J., Pekrun, R., Becker, S., & Symes, W. 2019. Expectancy of success, attainment value, engagement, and achievement: A moderated mediation analysis. Learning and Instruction, 60, 117–125. https://doi.org/10.1016/j.learninstruc.2018.11.005
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2023 Amrul Aysar Ahsan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
