Pengaruh pemanfaatan pembimbing Akademik terhadap pencegahan stres pada Mahasiswa tahun pertama: suatu studi kasus kontrol di Fakultas Kedokteran Universitas Indonesia
| Main Authors: | Estivana Felaza, author, Add author: Retno Widowati Soebaryo, supervisor, Add author: Ediasri T. Atmodiwirjo, supervisor, Add author: Joedo Prihartono, examiner, Add author: Siti Aisah Boediardja, examiner, Add author: Sugito Wonodirekso, supervisor, Add author: Dhanasari Vidiawati Trisna, examiner |
|---|---|
| Format: | Masters Doctoral |
| Terbitan: |
, 2010
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| Subjects: | |
| Online Access: |
https://lib.ui.ac.id/detail?id=20339985 |
| ctrlnum |
20339985 |
|---|---|
| fullrecord |
<?xml version="1.0"?>
<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><type>Thesis:Masters</type><title>Pengaruh pemanfaatan pembimbing Akademik terhadap pencegahan stres pada Mahasiswa tahun pertama: suatu studi kasus kontrol di Fakultas Kedokteran Universitas Indonesia</title><creator>Estivana Felaza, author</creator><creator>Add author: Retno Widowati Soebaryo, supervisor</creator><creator>Add author: Ediasri T. Atmodiwirjo, supervisor</creator><creator>Add author: Joedo Prihartono, examiner</creator><creator>Add author: Siti Aisah Boediardja, examiner</creator><creator>Add author: Sugito Wonodirekso, supervisor</creator><creator>Add author: Dhanasari Vidiawati Trisna, examiner</creator><publisher/><date>2010</date><subject>Students --Mental health</subject><subject>Stress (Psychology)</subject><subject>Teachers</subject><subject>Stress management</subject><description>[<b>ABSTRAK</b><br>
Latar bclakang
Sepanjang proses pendidikan. mahasiswa menghadapi berbagai stressor.
Mahasiswa tahun pertama berada pada masa transisi dari sistem pembelajaran di
sekolah lanjutan yang bersifat pedagogis menjadi Sistem yang Iebih mandiri di
perguruan tinggi. Pada tahap ini dibutuhkan kemampuan penyesuaian diri agar
dapat menjalani pendidikan secara optimal. Peran Pembimbing Akademik (PA)
sangat diperlukan pada proses penyesuaian ini, diantaranya untuk mencegah
terjadinya strcs. Stres berlebihan mengganggu pembelajaran, menghambat
keberhasilan studi, bahkan menimbulkan gangguan psikologis, berupa kecemasan
dan depresi. Karcnanya, upaya menangani strcs dengan benar perlu dibiasakan
pada mahasiswa, di antaranya dengan membentuk sistem dukungan yang kuat.
Untuk mendukung penanganan strcs mahasiswa perlu adanya suatu pcnelitian
untuk mencari kaitan antara cfcktivitas pemanfaatan PA dengan strcs pada
mahasiswa tahun pertama di FKUI.
Metode
Penelitian bersifat kuantitatif dengan desain kasus kontrol. Pengumpulan data
melalui pengisian kuesioner dipakai untuk memperoleh gambaran pemanfaatan
pembimbing akademik dengan rnenggunakan Mentorship Ejfzctiveness Scale
(MES) Serta tingkat strcs mahasiswa dengan menggunakan General Health
Questionnaire 12 (GHQ-12). Mahasiswa digolongkan menjadi kelompok yang
mengalami strcs (kasus) dan kelompok tanpa strcs (kontroI}, untuk selanjutnya
ditclusuri cfcktivitas pemanfaatan PA oleh mahasiswa yang bersangkutan. Faktor
lain, yaitu kepribadian dan strategi coping, juga diteliti kaitannya dengan kejadian
strcs.
Hasil
Rcsponden yang mengembalikan kuesioner berjumlah 175 mahasiswa dari jumlah
total 243 mahasiswa tahun pertama (r-esponse rare 72.0%). Ditemukan 47 mahasiswa
dalam kelompok kasus (prevalensi stres 26.8%) dan 94 mahasiswa tampa strcs dipilih
secara acak scbagai kontrol. Mahasiswa yang mcmanfaatkan PA secara efcktif lebih
sedikit yang mengalami stres dibandingkan mahasiswa yang tidak memanfaatkan PA
secara cfcktif, namttn tidak bemtakna secara statistik (89.4% vs 95.7%, p>0.05, OR
0.160). Faktor lain yang mempengaruhi kejadian stres adalah exrraversion (38.3% vs
57.4%, P<0.05, OR 2.175) dan conscfenfiousness (44.7% vs 26-6%, p<0.05, OR
0446) sebagai /mit kepribadian; serta ventilasi (48.9% vs 26.6%, p<0.05, OR 0378)
dan penggunaan humor (59.6% vs 76.6%, p<0.05, OR 2221) sebagai strategi coping.
Simpulan
Pembimbing Akademik sebagai sistern dukungan mahasiswa dapat digunakan
untuk mencegah kejadian strcs ,nada ma!1asis\~.'a tahun pertama dcngan
mcmanfaatkannya sccara cfektif, terutama dengan melatihkan mahasiswa
menggunakan strategi coping yang sesuai.
<hr>
<b>ABSTRACT</b><br>
During their education, students have to cope with numerous stressors. First year
students are more prone to stress as they are still adapting to the new environment.
While stressors on some level are needed to challenge and motivate, but if
managed incorrectly it may disturb the learning process and might even cause
mental disorder, such as depression.
Mentoring as a form of support systems is needed to assist first year students upon
settling in and help them cope with stressors in their new academic life. This study
is conducted to determine the effect of academic mentoring on preventing stress in
first year medical students. Several attributes, such as personality, and coping
strategy in relation to stress are also analyzed.
Method
This is a quantitative study using case-control approach. Students are divided into
two groups, with the students experiencing stress as the case group, and those
without stress as the control group. Effectiveness of mentoring are measured using
the Mentorship Effectiveness Scale, while the occurrence of stress are determined
by General 1-lealth Questionnaire-12 (GIIQ-12). Each group are further analyzed
on the effectiveness of mentoring process and several attributes related to stress
such as personality and coping strategy used.
Result
Of the total 243 first year students in FMUI, 175 responded to our questionnaire,
given the response rate of 72.0%. We found 47 cases, resulting in prevalence rate
of 26.8%. From the rest of the respondents, 94 students were chosen randomly to
act as the control group. Students with effective mentoring were less likely to
develop stress, although it failed to show significant relationship between the two
variables (89.4% vs 95.7%, p>0.05, OR 0.l60). Other factors such as extraversion
(38.3% vs 57.4%, P<0.05, OR 2.l75) and conscientiousness (44.7% vs 26.6%,
p<0.05, OR O.446), as pan of personality; as well as ventilation (48.9% vs 26.6%,
p<0.05, OR 0378) and use of humor (59.6% vs 76.6%, p<0.05, OR 2221) as
coping strategies significantly affected the occurrence of stress.
Conclusion
Mentoring as part of the support system can be utilized to help preventing stress in
tirst year medical students directly by forming effective mentoring relationship,
especially by teaching them in using the right coping strategy.;During their education, students have to cope with numerous stressors. First year
students are more prone to stress as they are still adapting to the new environment.
While stressors on some level are needed to challenge and motivate, but if
managed incorrectly it may disturb the learning process and might even cause
mental disorder, such as depression.
Mentoring as a form of support systems is needed to assist first year students upon
settling in and help them cope with stressors in their new academic life. This study
is conducted to determine the effect of academic mentoring on preventing stress in
first year medical students. Several attributes, such as personality, and coping
strategy in relation to stress are also analyzed.
Method
This is a quantitative study using case-control approach. Students are divided into
two groups, with the students experiencing stress as the case group, and those
without stress as the control group. Effectiveness of mentoring are measured using
the Mentorship Effectiveness Scale, while the occurrence of stress are determined
by General 1-lealth Questionnaire-12 (GIIQ-12). Each group are further analyzed
on the effectiveness of mentoring process and several attributes related to stress
such as personality and coping strategy used.
Result
Of the total 243 first year students in FMUI, 175 responded to our questionnaire,
given the response rate of 72.0%. We found 47 cases, resulting in prevalence rate
of 26.8%. From the rest of the respondents, 94 students were chosen randomly to
act as the control group. Students with effective mentoring were less likely to
develop stress, although it failed to show significant relationship between the two
variables (89.4% vs 95.7%, p>0.05, OR 0.l60). Other factors such as extraversion
(38.3% vs 57.4%, P<0.05, OR 2.l75) and conscientiousness (44.7% vs 26.6%,
p<0.05, OR O.446), as pan of personality; as well as ventilation (48.9% vs 26.6%,
p<0.05, OR 0378) and use of humor (59.6% vs 76.6%, p<0.05, OR 2221) as
coping strategies significantly affected the occurrence of stress.
Conclusion
Mentoring as part of the support system can be utilized to help preventing stress in
tirst year medical students directly by forming effective mentoring relationship,
especially by teaching them in using the right coping strategy., During their education, students have to cope with numerous stressors. First year
students are more prone to stress as they are still adapting to the new environment.
While stressors on some level are needed to challenge and motivate, but if
managed incorrectly it may disturb the learning process and might even cause
mental disorder, such as depression.
Mentoring as a form of support systems is needed to assist first year students upon
settling in and help them cope with stressors in their new academic life. This study
is conducted to determine the effect of academic mentoring on preventing stress in
first year medical students. Several attributes, such as personality, and coping
strategy in relation to stress are also analyzed.
Method
This is a quantitative study using case-control approach. Students are divided into
two groups, with the students experiencing stress as the case group, and those
without stress as the control group. Effectiveness of mentoring are measured using
the Mentorship Effectiveness Scale, while the occurrence of stress are determined
by General 1-lealth Questionnaire-12 (GIIQ-12). Each group are further analyzed
on the effectiveness of mentoring process and several attributes related to stress
such as personality and coping strategy used.
Result
Of the total 243 first year students in FMUI, 175 responded to our questionnaire,
given the response rate of 72.0%. We found 47 cases, resulting in prevalence rate
of 26.8%. From the rest of the respondents, 94 students were chosen randomly to
act as the control group. Students with effective mentoring were less likely to
develop stress, although it failed to show significant relationship between the two
variables (89.4% vs 95.7%, p>0.05, OR 0.l60). Other factors such as extraversion
(38.3% vs 57.4%, P<0.05, OR 2.l75) and conscientiousness (44.7% vs 26.6%,
p<0.05, OR O.446), as pan of personality; as well as ventilation (48.9% vs 26.6%,
p<0.05, OR 0378) and use of humor (59.6% vs 76.6%, p<0.05, OR 2221) as
coping strategies significantly affected the occurrence of stress.
Conclusion
Mentoring as part of the support system can be utilized to help preventing stress in
tirst year medical students directly by forming effective mentoring relationship,
especially by teaching them in using the right coping strategy.]</description><identifier>https://lib.ui.ac.id/detail?id=20339985</identifier><recordID>20339985</recordID></dc>
|
| format |
Thesis:Masters Thesis Thesis:Doctoral |
| author |
Estivana Felaza, author Add author: Retno Widowati Soebaryo, supervisor Add author: Ediasri T. Atmodiwirjo, supervisor Add author: Joedo Prihartono, examiner Add author: Siti Aisah Boediardja, examiner Add author: Sugito Wonodirekso, supervisor Add author: Dhanasari Vidiawati Trisna, examiner |
| title |
Pengaruh pemanfaatan pembimbing Akademik terhadap pencegahan stres pada Mahasiswa tahun pertama: suatu studi kasus kontrol di Fakultas Kedokteran Universitas Indonesia |
| publishDate |
2010 |
| topic |
Students --Mental health Stress (Psychology) Teachers Stress management |
| url |
https://lib.ui.ac.id/detail?id=20339985 |
| contents |
[<b>ABSTRAK</b><br>
Latar bclakang
Sepanjang proses pendidikan. mahasiswa menghadapi berbagai stressor.
Mahasiswa tahun pertama berada pada masa transisi dari sistem pembelajaran di
sekolah lanjutan yang bersifat pedagogis menjadi Sistem yang Iebih mandiri di
perguruan tinggi. Pada tahap ini dibutuhkan kemampuan penyesuaian diri agar
dapat menjalani pendidikan secara optimal. Peran Pembimbing Akademik (PA)
sangat diperlukan pada proses penyesuaian ini, diantaranya untuk mencegah
terjadinya strcs. Stres berlebihan mengganggu pembelajaran, menghambat
keberhasilan studi, bahkan menimbulkan gangguan psikologis, berupa kecemasan
dan depresi. Karcnanya, upaya menangani strcs dengan benar perlu dibiasakan
pada mahasiswa, di antaranya dengan membentuk sistem dukungan yang kuat.
Untuk mendukung penanganan strcs mahasiswa perlu adanya suatu pcnelitian
untuk mencari kaitan antara cfcktivitas pemanfaatan PA dengan strcs pada
mahasiswa tahun pertama di FKUI.
Metode
Penelitian bersifat kuantitatif dengan desain kasus kontrol. Pengumpulan data
melalui pengisian kuesioner dipakai untuk memperoleh gambaran pemanfaatan
pembimbing akademik dengan rnenggunakan Mentorship Ejfzctiveness Scale
(MES) Serta tingkat strcs mahasiswa dengan menggunakan General Health
Questionnaire 12 (GHQ-12). Mahasiswa digolongkan menjadi kelompok yang
mengalami strcs (kasus) dan kelompok tanpa strcs (kontroI}, untuk selanjutnya
ditclusuri cfcktivitas pemanfaatan PA oleh mahasiswa yang bersangkutan. Faktor
lain, yaitu kepribadian dan strategi coping, juga diteliti kaitannya dengan kejadian
strcs.
Hasil
Rcsponden yang mengembalikan kuesioner berjumlah 175 mahasiswa dari jumlah
total 243 mahasiswa tahun pertama (r-esponse rare 72.0%). Ditemukan 47 mahasiswa
dalam kelompok kasus (prevalensi stres 26.8%) dan 94 mahasiswa tampa strcs dipilih
secara acak scbagai kontrol. Mahasiswa yang mcmanfaatkan PA secara efcktif lebih
sedikit yang mengalami stres dibandingkan mahasiswa yang tidak memanfaatkan PA
secara cfcktif, namttn tidak bemtakna secara statistik (89.4% vs 95.7%, p>0.05, OR
0.160). Faktor lain yang mempengaruhi kejadian stres adalah exrraversion (38.3% vs
57.4%, P<0.05, OR 2.175) dan conscfenfiousness (44.7% vs 26-6%, p<0.05, OR
0446) sebagai /mit kepribadian; serta ventilasi (48.9% vs 26.6%, p<0.05, OR 0378)
dan penggunaan humor (59.6% vs 76.6%, p<0.05, OR 2221) sebagai strategi coping.
Simpulan
Pembimbing Akademik sebagai sistern dukungan mahasiswa dapat digunakan
untuk mencegah kejadian strcs ,nada ma!1asis\~.'a tahun pertama dcngan
mcmanfaatkannya sccara cfektif, terutama dengan melatihkan mahasiswa
menggunakan strategi coping yang sesuai.
<hr>
<b>ABSTRACT</b><br>
During their education, students have to cope with numerous stressors. First year
students are more prone to stress as they are still adapting to the new environment.
While stressors on some level are needed to challenge and motivate, but if
managed incorrectly it may disturb the learning process and might even cause
mental disorder, such as depression.
Mentoring as a form of support systems is needed to assist first year students upon
settling in and help them cope with stressors in their new academic life. This study
is conducted to determine the effect of academic mentoring on preventing stress in
first year medical students. Several attributes, such as personality, and coping
strategy in relation to stress are also analyzed.
Method
This is a quantitative study using case-control approach. Students are divided into
two groups, with the students experiencing stress as the case group, and those
without stress as the control group. Effectiveness of mentoring are measured using
the Mentorship Effectiveness Scale, while the occurrence of stress are determined
by General 1-lealth Questionnaire-12 (GIIQ-12). Each group are further analyzed
on the effectiveness of mentoring process and several attributes related to stress
such as personality and coping strategy used.
Result
Of the total 243 first year students in FMUI, 175 responded to our questionnaire,
given the response rate of 72.0%. We found 47 cases, resulting in prevalence rate
of 26.8%. From the rest of the respondents, 94 students were chosen randomly to
act as the control group. Students with effective mentoring were less likely to
develop stress, although it failed to show significant relationship between the two
variables (89.4% vs 95.7%, p>0.05, OR 0.l60). Other factors such as extraversion
(38.3% vs 57.4%, P<0.05, OR 2.l75) and conscientiousness (44.7% vs 26.6%,
p<0.05, OR O.446), as pan of personality; as well as ventilation (48.9% vs 26.6%,
p<0.05, OR 0378) and use of humor (59.6% vs 76.6%, p<0.05, OR 2221) as
coping strategies significantly affected the occurrence of stress.
Conclusion
Mentoring as part of the support system can be utilized to help preventing stress in
tirst year medical students directly by forming effective mentoring relationship,
especially by teaching them in using the right coping strategy.;During their education, students have to cope with numerous stressors. First year
students are more prone to stress as they are still adapting to the new environment.
While stressors on some level are needed to challenge and motivate, but if
managed incorrectly it may disturb the learning process and might even cause
mental disorder, such as depression.
Mentoring as a form of support systems is needed to assist first year students upon
settling in and help them cope with stressors in their new academic life. This study
is conducted to determine the effect of academic mentoring on preventing stress in
first year medical students. Several attributes, such as personality, and coping
strategy in relation to stress are also analyzed.
Method
This is a quantitative study using case-control approach. Students are divided into
two groups, with the students experiencing stress as the case group, and those
without stress as the control group. Effectiveness of mentoring are measured using
the Mentorship Effectiveness Scale, while the occurrence of stress are determined
by General 1-lealth Questionnaire-12 (GIIQ-12). Each group are further analyzed
on the effectiveness of mentoring process and several attributes related to stress
such as personality and coping strategy used.
Result
Of the total 243 first year students in FMUI, 175 responded to our questionnaire,
given the response rate of 72.0%. We found 47 cases, resulting in prevalence rate
of 26.8%. From the rest of the respondents, 94 students were chosen randomly to
act as the control group. Students with effective mentoring were less likely to
develop stress, although it failed to show significant relationship between the two
variables (89.4% vs 95.7%, p>0.05, OR 0.l60). Other factors such as extraversion
(38.3% vs 57.4%, P<0.05, OR 2.l75) and conscientiousness (44.7% vs 26.6%,
p<0.05, OR O.446), as pan of personality; as well as ventilation (48.9% vs 26.6%,
p<0.05, OR 0378) and use of humor (59.6% vs 76.6%, p<0.05, OR 2221) as
coping strategies significantly affected the occurrence of stress.
Conclusion
Mentoring as part of the support system can be utilized to help preventing stress in
tirst year medical students directly by forming effective mentoring relationship,
especially by teaching them in using the right coping strategy., During their education, students have to cope with numerous stressors. First year
students are more prone to stress as they are still adapting to the new environment.
While stressors on some level are needed to challenge and motivate, but if
managed incorrectly it may disturb the learning process and might even cause
mental disorder, such as depression.
Mentoring as a form of support systems is needed to assist first year students upon
settling in and help them cope with stressors in their new academic life. This study
is conducted to determine the effect of academic mentoring on preventing stress in
first year medical students. Several attributes, such as personality, and coping
strategy in relation to stress are also analyzed.
Method
This is a quantitative study using case-control approach. Students are divided into
two groups, with the students experiencing stress as the case group, and those
without stress as the control group. Effectiveness of mentoring are measured using
the Mentorship Effectiveness Scale, while the occurrence of stress are determined
by General 1-lealth Questionnaire-12 (GIIQ-12). Each group are further analyzed
on the effectiveness of mentoring process and several attributes related to stress
such as personality and coping strategy used.
Result
Of the total 243 first year students in FMUI, 175 responded to our questionnaire,
given the response rate of 72.0%. We found 47 cases, resulting in prevalence rate
of 26.8%. From the rest of the respondents, 94 students were chosen randomly to
act as the control group. Students with effective mentoring were less likely to
develop stress, although it failed to show significant relationship between the two
variables (89.4% vs 95.7%, p>0.05, OR 0.l60). Other factors such as extraversion
(38.3% vs 57.4%, P<0.05, OR 2.l75) and conscientiousness (44.7% vs 26.6%,
p<0.05, OR O.446), as pan of personality; as well as ventilation (48.9% vs 26.6%,
p<0.05, OR 0378) and use of humor (59.6% vs 76.6%, p<0.05, OR 2221) as
coping strategies significantly affected the occurrence of stress.
Conclusion
Mentoring as part of the support system can be utilized to help preventing stress in
tirst year medical students directly by forming effective mentoring relationship,
especially by teaching them in using the right coping strategy.] |
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Universitas Indonesia |
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JAWA BARAT |
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