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Abstrak :
Semakin banyak individu yang meneruskan pendidikan ke perguruan tinggi dan tentunya memasuki perguruan tinggi memiliki tantangan akademis tersendiri. Tantangan tersebut dapat menjadi sumber distres psikologis yang berpotensi menghambat penyesuaian akademis mahasiswa. Penelitian ini bertujuan untuk melihat peran perceived social support pada hubungan antara distres psikologis dan penyesuaian akademis. Partisipan dalam penelitian ini merupakan mahasiswa tahun pertama yang memiliki rentang usia 18-22 tahun (N = 414). Analisis moderasi dilakukan dengan menggunakan Hayes' PROCESS. The Kessler 10-item questionnaire (K10), The Multidimensional Scale of Perceived Social Support (MSPSS), dan Student Adjustment to College Questionairre (SACQ) digunakan untuk mengukur distres psikologis, perceived social support, dan penyesuaian akademis. Hasil penelitian menemukan bahwa distres psikologis memiliki hubungan negatif yang signifikan dengan penyesuaian akademis. Perceived social support dari teman ditemukan memoderasi hubungan antara distres psikologis dan penyesuaian akademis namun hal yang sama tidak ditemukan pada perceived social support dari keluarga dan significant others. Dengan demikian, membangun jaringan sosial dengan teman di perguruan tinggi dapat meningkatkan penyesuaian akademis mahasiswa baru.

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Pursuing a higher education becomes increasingly popular however, entering university comes with its own academic challenges which can be a source of psychological distress that can potentially hinder students academic adjustment. This study aims to examine the role of perceived social support in moderating the relationship between psychological distress and academic adjustment. The respondents of this study are 414 first-year college students between the ages of 18 to 22 year old. To examine the moderating role of perceived social support, Hayes' PROCESS was used. The Kessler-10 Item Questionnaire (K10), The Multidimensional Scale of Perceived Social Support (MSPSS), and Student Adjustment to College Questionnaire (SACQ) were used to measure psychological distress, perceived social support, and academic adjustment respectively. The results of this study show that psychological distress has a significant correlation with academic adjustment. Moreover, overall perceived social support does not moderate the relationship between the two variables. Conversely, perceived friends support is found to moderate the relationship between psychological distress and academic adjustment however, the same result was not found for perceived family and significant others support. The results imply that building peer network in university holds a significant role in first-year students' academic adjustment.

Abstrak :
Fenomena kecurangan akademik di jenjang pendidikan tinggi seperti Universitas Indonesia kenyataannya masih terjadi dengan adanya data yang menunjukkan bahwa Mahasiswa Universitas Indonesia melakukan kecurangan akademik. Hal ini dilakukan oleh mahasiswa karena berbagai faktor, salah satunya adalah untuk memiliki nilai/performa akademik yang tinggi. Dengan adanya situasi pembelajaran yang berubah menjadi jarak jauh secara daring, diperlukannya kemampuan adaptasi akademik yang baik sehingga dapat memiliki performa akademik yang baik dan terhindar dari perilaku kecurangan akademik. Penelitian ini bertujuan untuk melihat efek moderasi adaptasi akademik pada hubungan antara performa akademik dan kecurangan akademik dengan 350 mahasiswa program sarjana pada 14 fakultas di Universitas Indonesia selama menjalani masa pembelajaran jarak jauh (PJJ). Penelitian ini dilaksanakan secara daring dengan menggunakan Kuesioner Kecurangan Akademik, Indeks Prestasi Semester saat diberlakukannya PJJ (Genap TA. 2019/2020), dan Academic Adjustment Questionnaire. Hasil analisis Pearson Correlation dan regresi PROCESS Model 1 Hayes menunjukkan adanya hubungan yang signifikan antara performa akademik dan kecurangan akademik (r = 0,265; p < 0,01, two-tailed), serta adaptasi akademik memiliki efek yang signifikan dalam menguatkan hubungan kedua variabel (R2 = 0,0997, p = 0,001). Penelitian ini diharapkan dapat menambah wawasan masyarakat umum mengenai kecurangan akademik di Universitas Indonesia dan pengembangan penelitian terkait topik pendidikan tinggi di Indonesia. ......The academic cheating phenomenon in higher education such as in Universitas Indonesia still occurs with the data that showing Students of Universitas Indonesia commit academic cheating. This is done by students due to various factors, one of which is to have high grades/academic performance. With the transformation of learning situation that change to online, it is necessary to have a good academic adjustment so the students can have high academic performance and avoid academic cheating. The aim of this study is to look at the moderating role of academic adjustment in the relationship between academic performance and academic cheating with 350 undergraduate students from 14 faculties of Universitas Indonesia during distance learning period. This research was conducted online using three measuring tools, Academic Cheating Questionnaire by Septiana (2016), Grade Point Average during the implementation of distance learning (Even Semester of 2019/2020), and the Academic Adjustment Questionnaire. The analytical result using Pearson Correlation and Hayes PROCESS Model 1 Regression Analysis showed a significant relationship between academic performance and academic cheating (r = 0,265; p < 0,01, two-tailed), and also academic adjustment has a significant effect that strengthened the relationship between the two previous variables (R2 = 0,0997, p = 0,001). This research is expected to broaden society’s insights regarding academic cheating in Universitas Indonesia and expanding research regarding higher education topic in Indonesia.