Naufalia Qisthi, - (2025) PENERAPAN SOCIAL EMOTIONAL LEARNING UNTUK MENGENDALIKAN STRES AKADEMIK DAN PENGARUHNYA TERHADAP WELL-BEING SISWA SMA PADA MATERI SISTEM KOORDINASI. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Masa remaja merupakan fase krusial dalam perkembangan individu, sehingga kesehatan mental memainkan peran penting dalam membentuk prestasi akademik siswa dan kualitas hidup siswa. Penelitian ini bertujuan untuk memperoleh informasi bagaimana pengaruh pembelajaran sistem koordinasi manusia dengan pendekatan Social Emotional Learning (SEL) terhadap stres akademik dan well-being siswa. Metode penelitian yang digunakan adalah quasi eksperimen. Penelitian dilakukan pada dua kelas, yaitu kelas eksperimen yang menerapkan pendekatan SEL dan kelas kontrol yang menerapkan pendekatan konsep (tanpa intervensi SEL). Hasil penelitian menunjukkan bahwa penerapan SEL berkontribusi dalam mengelola stres akademik dan meningkatkan well-being siswa. Pada kelas eksperimen, terjadi penurunan tingkat stres akademik sebesar 10,24% (N-gain: -0,1). Aspek “motivational” mengalami penurunan yang paling signifikan, diiringi oleh peningkatan kategori well-being siswa kategori “terbangun”, total sebesar 43,33%. Sebaliknya, pada kelas kontrol, penurunan tingkat stres akademik hanya sebesar 1,93% (N-gain: -0,02). Aspek “physical” mengalami penurunan yang paling signifikan, namun tidak memberikan dampak yang signifikan terhadap kategori well-being siswa yang masih didominasi kategori “berkembang”, total sebesar 45,56%. Adolescence is a crucial phase in individual development, during which mental health plays an important role in shaping students' academic performance and quality of life. This study aims to gather information on the impact of teaching the human coordination system using the Social Emotional Learning (SEL) approach on students' academic stress and well-being. The research utilized a quasi-experimental method. The study was conducted in two classes: an experimental class that applied SEL approach and a control class that used a conceptual approach (without SEL intervention). The results indicate that the implementation of SEL contributed to managing academic stress and improving students' well-being. In the experimental class, academic stress levels decreased by 10.24% (N-gain: -0.1). The "motivational" aspect showed the most significant reduction, accompanied by a 43.33% increase in the "flourishing" well-being category. In contrast, in the control class, academic stress levels decreased by only 1.93% (N-gain: -0.02). The "physical" aspect showed the most significant reduction, but it did not have a significant impact on students' well-being, which remained predominantly in the "developing" category, totaling 45.56%.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=en&user=xxHHk6gAAAAJ ID SINTA Dosen Pembimbing: Adi Rahmat: 5986402 Kusnadi: 6002975 |
| Uncontrolled Keywords: | Social Emotional Learning (SEL), Stres Akademik, Well-being, Pembelajaran Biologi, Sistem Koordinasi. Social Emotional Learning (SEL), Academic Stress, Well-being, Biology Learning, Coordination System. |
| Subjects: | L Education > LB Theory and practice of education Q Science > QH Natural history > QH301 Biology |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Biologi S-2 |
| Depositing User: | Naufalia Qisthi |
| Date Deposited: | 24 Jan 2025 07:29 |
| Last Modified: | 24 Jan 2025 07:29 |
| URI: | http://repository.upi.edu/id/eprint/130032 |
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