PENGARUH STRES AKADEMIK DAN MOTIVASI BELAJAR TERHADAP KONSENTRASI BELAJAR DENGAN SELF-REGULATED LEARNING SEBAGAI VARIABEL MODERASI PADA SISWAKELAS XI AKL SMKN 1 MEDAN
DOI:
https://doi.org/10.34125/jmp.v11i4.3177Keywords:
Stres Akademik, Motivasi Belajar, Konsentrasi Belajar, Self-Regulated Learning.Abstract
This study aims to examine the effects of academic stress and learning motivation on learning concentration, with self-regulated learning as a moderating variable, among eleventh-grade Accounting and Institutional Finance (AKL) students at SMK Negeri 1 Medan. Methods: A quantitative approach with an ex post facto design was employed. Data were collected through questionnaires distributed to 104 respondents selected from a population of 141 students using simple random sampling, with the sample size determined using the Slovin formula. The research instruments were tested for validity and reliability prior to use, and the data were analyzed using multiple linear regression and Moderated Regression Analysis (MRA) with the aid of SPSS. Results: Academic stress had no significant effect on learning concentration (Sig. = 0.280 > 0.05), whereas learning motivation had a positive and significant effect on learning concentration (Sig. = 0.000 < 0.05; β = 0.491). Self-regulated learning itself had a positive and significant direct effect on learning concentration (Sig. = 0.000 < 0.05; β = 0.515), but it did not significantly moderate the effect of either academic stress (Sig. = 0.410) or learning motivation (Sig. = 0.239) on learning concentration. Simultaneously, academic stress and learning motivation significantly affected learning concentration (F = 26.443; Sig. = 0.000), explaining 48.0% of its variance (Adjusted R²), which rose to 49.2% after the moderating variable was included.
References
Akgun, S., & Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology, 23(3), 287–294. https://doi.org/10.1080/0144341032000060129
Ardila, I., & Sarajar, D. K. (2023). Hubungan antara self-regulated learning dengan stres akademik pada penyelesaian tugas akhir mahasiswa tingkat akhir di Kota Salatiga. Innovative: Journal of Social Science Research, 3(6), 4019–4030.
Ariarizky, V. R., Permadani, K. G., & Prajoko, S. (2023). Analisis korelasi stres akademik pada hasil belajar kognitif biologi berdasarkan jenis kelamin santri asrama di SMAIT Ihsanul Fikri Mungkid. Bio-Lectura: Jurnal Pendidikan Biologi, 10(2), 183–189. https://doi.org/10.31849/bl.v10i2.13627
Aryani, D. S., Lannasari, & Hartono, R. K. (2024). Hubungan tingkat stres akademik dengan motivasi belajar pada mahasiswa program studi S1 Keperawatan yang kuliah sambil bekerja di Universitas Indonesia Maju tahun 2023. JICN: Jurnal Intelek dan Cendikiawan Nusantara, 1(2), 1540–1553.
Barseli, M., Ahmad, R., & Ifdil, I. (2018). Hubungan stres akademik siswa dengan hasil belajar. Jurnal Educatio: Jurnal Pendidikan Indonesia, 4(1), 40–47. https://doi.org/10.29210/120182136
Basri, M. S., Yohani, A. M., & Suri, I. (2022). Hubungan motivasi belajar dengan konsentrasi belajar pada mahasiswa Bahasa Jepang Universitas Riau. Jurnal Onoma: Pendidikan, Bahasa, dan Sastra, 8(1), 217–224. https://doi.org/10.30605/onoma.v8i1.1691
Chyu, E. P. Y., & Chen, J. K. (2022). The correlates of academic stress in Hong Kong. International Journal of Environmental Research and Public Health, 19(7). https://doi.org/10.3390/ijerph19074009
Haslianti, H. (2019). Pengaruh kebisingan dan motivasi belajar terhadap konsentrasi belajar pada siswa. Psikoborneo: Jurnal Ilmiah Psikologi, 7(1), 1–29.
Mustafa, D. I., & Dewi, D. K. (2024). Hubungan antara self regulated learning (SRL) dengan prestasi belajar siswa kelas XI pada mata pelajaran matematika. Character: Jurnal Penelitian Psikologi, 11(1).
Nasriruddin, M., & Idris, H. (2022). Pengaruh belajar terhadap hasil belajar siswa pada SMK Negeri. Journal of Social Science and Character Education, 1(1), 1–6.
Paling, S., et al. (2023). Belajar dan pembelajaran (T. Sarwandi, Ed.; Cetakan Pertama). PT. Mifandi Mandiri Digital Redaksi.
Pomarida, S., & Nagoklan, S. (2022). Learning environment with the learning concentration on students. Science and Education, 1, 109–115.
Pratama, F. W. (2017). Peran self-regulated learning dalam memoderatori pembelajaran dengan pendekatan saintifik terhadap hasil belajar siswa. Satya Widya, 33(2), 99–108. https://doi.org/10.24246/j.sw.2017.v33.i2.p99-108
Putri, M. A. R., Utami, D. R., Juriah, S., & Juniawaty, R. (2025). Hubungan antara kecerdasan emosional dan stres akademik terhadap produksi teks ilmiah mahasiswa. Sentri: Jurnal Riset Ilmiah, 4(7), 876–882. https://doi.org/10.55681/sentri.v4i7.4291
Rahmawati, D., et al. (2026). Hubungan tingkat stres dengan konsentrasi belajar dan prestasi akademik pada siswa SMAN di Kota Sukabumi kelas XI tahun 2024/2025.
Rista, N. (2022). Belajar mahasiswa Universitas Panca Sakti Bekasi.
Rizal, S. (2025). The effect of academic stress on learning concentration in mathematics. Journal of Innovation and Research in Primary Education, 4(4), 4184–4196. https://doi.org/10.56916/jirpe.v4i4.2555
Sappaile, B. I. (2010). Konsep penelitian ex-post facto. Guru Besar Matematika FMIPA UNM Makassar, 1(2), 1–16.
Sari, E. R., & Satwika, Y. W. (2018). Hubungan antara self-regulated learning dengan prestasi akademik siswa di SMK Muhammadiyah 1 Taman Sidoarjo. Character: Jurnal Penelitian Psikologi, 5(2), 1–6.
Sholiha, T. A., Kurniati, N., Tyaningsih, R. Y., & Prayitno, S. (2022). Pengaruh self-regulated learning (SRL) terhadap hasil belajar matematika siswa kelas XI SMAN 1 Masbagik. Jurnal Ilmiah Profesi Pendidikan, 7(3), 1355–1362. https://doi.org/10.29303/jipp.v7i3.745
Tibus, E. D., & Ledesma, S. K. G. (2021). Factors of academic stress: Do they impact English academic performance? International Journal of Evaluation and Research in Education, 10(4), 1446–1454. https://doi.org/10.11591/IJERE.V10I4.21296
Xiaolin, S., Suwarsi, S., Inta, P., Fajarina, A. L., Muflih, M., Retnaningsih, L. N., & Damayanti, S. (2023). The relationship between learning concentration and understanding level through the online learning process. Jurnal Keperawatan Respati Yogyakarta, 10(2), 89.
Yaningsih, S., & Fachrurrozie. (2018). Self-regulated learning memoderasi pengaruh media sosial, ekstrakurikuler, dan teman sebaya terhadap prokrastinasi akademik. Economic Education Analysis Journal, 7(3), 909–923. https://doi.org/10.15294/eeaj.v7i3.28321
Zakirman, Z., Widiasih, W., Aprianti, R., & Nadiyyah, K. (2023). The need for electronic games to support student involvement and concentration in learning. Jurnal Pijar Mipa, 18(4), 592–600. https://doi.org/10.29303/jpm.v18i4.5213
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
