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Abstrak :
Saat duduk di kelas 12 SMA, siswa akan mendapatkan banyak tuntutan akademis yang dapat menyebabkan stres. Untuk mengatasi stres tersebut, diperlukan penggunaan coping yang tepat. Salah satu hal yang berhubungan dengan penggunaan coping adalah goal orientation yang dimiliki individu tersebut. Penelitian ini bertujuan untuk melihat hubungan antara jenis goal orientation dengan gaya coping adaptif terhadap stres terkait sekolah pada siswa kelas 12 SMA. Adapun partisipan ini berjumlah 284 partisipan yang berasal dari SMA di Jabodetabek. Pengukuran dilakukan dengan Achievement Goal Questionnaire-Revised dan Coping Across Situation Questionnaire-Revised. Berdasarkan analisis, ditemukan bahwa terdapat hubungan yang signifikan antara mastery-approach goal r=0,219. ......12th graders can have academic demands that will result in stress. A suitable coping style is needed to manage that stress. One of the factors that relate to an individuals coping style is their goal orientation. This study aims to find the relationship between type of goal orientation and adaptive coping style related to school related stress among 12 th graders. The participants of this study were 284 students from high schools in Greater Jakarta Area. The measurements used were Achievement Goal Questionnaire Revised and Coping Across Situation Questionnaire Revised. Based on this study, a significant relationship was found between mastery approach goal r 0,219, p 0,05 and performance approach goal r 0,147, p 0,05 with active coping. Thus, no relationship was found between mastery avoidance goal r 0,036, ns and performance avoidance goal r 0,092, ns with active coping, as well as between mastery approach goal r 0,046, ns , mastery avoidance goal r 0,010, ns , performance approach goal r 0,031, ns , and performance avoidance goal r 0,081, ns with internal coping.

Abstrak :
Siswa yang berada di tingkat akhir sebuah jenjang, seperti siswa kelas 12 SMA, memiliki kecenderungan stres akademik yang tinggi. Hal ini disebabkan karena siswa di tingkat akhir menerima frekuensi ujian lebih tinggi dan mencemaskan masa depan yang jauh lebih dekat, sehingga permasalahan stres akademik menjadi permasalahan penelitian. Di samping permasalahan tersebut, peneliti menemukan manfaat mindfulness untuk para siswa, seperti membantu meningkatkan resiliensi dan membantu regulasi emosi, sehingga peneliti juga ingin mencari tahu cara untuk membantu para siswa memiliki kondisi mindfulness. Expressive writing adalah cara untuk menurunkan stres akademik dan berpeluang menciptakan kondisi mindfulness. Penelitian ini bertujuan untuk melihat pengaruh expressive writing terhadap stres akademik dan mindfulness pada siswa kelas 12 SMA. Penelitian ini merupakan penelitian kuantitatif dengan tipe pre-experimental design berjenis one-group pre-test post-test design serta dilaksanakan secara luring. Pengambilan data penelitian menggunakan kuesioner dari alat ukur Educational Stress Scale for Adolescents (ESSA) dan Five Facet Mindfulness Questionnaire (FFMQ). Total partisipan adalah 27 siswa kelas 12 SMA yang berumur 17 dan 18 tahun (M = 17.22). Hasil penelitian menunjukkan terdapat pengaruh expressive writing terhadap penurunan stres akademik (t(26) = 7.26, p < 0.05) dan tidak berpengaruh pada kenaikan mindfulness. ......Students who are in the final year of a level, such as 12th grade high school students, have a tendency to be high academic stress. This is because students in their final year receive higher frequency of exams and worried about a much closer future, so the academic stress is the research problem. In addition to these research problem, researcher found the benefit mindfulness for tudents, such as helping increase resilience, helping emotion regulation, so researcher want to looking for the way for helping student have a state of mindfulness. Expressive writing is a way to reduce academic stress and have the opportunity to create a state of mindfulness. This study aimed to look at the effect of expressive writing on academic stress and mindfulness in grade 12th high school students. This research is a quantitative research with a type of pre-experimental design type one-group pre-test post-test design and carried out offline. Research data collection using questionnaires from Educational Stress Scale for Adolescents (ESSA) and Five Facet Mindfulness Questionnaire (FFMQ) measuring instruments. The total participants were 27 grade 12th high school students aged 17 and 18 years (M = 17.22). The results showed that there was an effect of expressive writing on reducing academic stress (t (26) = 7.26, p < 0.05) and no effect on increasing mindfulness.

Abstrak :
Beberapa penelitian telah menemukan adanya penurunan keterlibatan belajar peserta didik pada kondisi pandemi Covid-19. Padahal, keterlibatan belajar peserta didik merupakan salah satu faktor penting yang dapat memengaruhi prestasi akademik peserta didik. Salah satu komponen dari keterlibatan belajar adalah agentic engagement, yang menunjukkan kontribusi konstruktif peserta didik dalam proses pembelajaran. Beberapa penelitian terdahulu menemukan bahwa keterlibatan belajar dapat dipengaruhi oleh berbagai faktor, salah satunya oleh self-regulated learning. Oleh karena itu, penelitian ini dilakukan untuk mencari tahu hubungan antara self-regulated learning dan agentic engagement selama pembelajaran jarak jauh. Partisipan penelitian merupakan peserta didik kelas 12 SMA yang bersekolah di wilayah Jabodetabek. Self-regulated learning diukur dengan menggunakan Motivated Strategies for Learning Questionnaire, sedangkan agentic engagement diukur dengan menggunakan Agentic Engagement Scale. Penelitian dilakukan terhadap 202 partisipan berusia 16-20 tahun (M = 17.69, SD = .84). Berdasarkan uji korelasi Pearson, ditemukan bahwa self-regulated learning berkorelasi secara positif dan signifikan dengan agentic engagement (r = .62, p < .05). Artinya, semakin tinggi kemampuan self-regulated learning peserta didik, maka agentic engagement peserta didik juga akan semakin tinggi, begitu juga sebaliknya. Lebih lanjut, nilai effect size menunjukkan bahwa terdapat 38% variasi dari agentic engagement yang dapat dijelaskan oleh self-regulated learning. ......Several studies have found a decrease in student engagement during the Covid-19 pandemic. Though, student engagement is one of the important factors that can affect student academic achievement. One component of engagement is agentic engagement, which shows the constructive contribution of learners in the learning process. Several previous studies have found that student engagement can be influenced by various factors, one of which is self-regulated learning. Therefore, this study was conducted to find out the relationship between self-regulated learning and agentic engagement during the distance learning condition. Research participants are 12th grade high school students who study in the Jabodetabek area. Self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire, while agentic engagement was measured using the Agentic Engagement Scale. The study was conducted on 202 participants aged 16-20 years (M = 17.69, SD = .84). Based on the Pearson correlation test, it was found that self-regulated learning was positively and significantly correlated with agentic engagement r = .62, p < .05). It means that the higher the self-regulated learning ability of students, the higher the agentic engagement of students, and vice versa. Furthermore, the effect size value shows that there is a 38% variation in agentic engagement which can be explained by self-regulated learning.

Abstrak :
Selama pandemi covid-19, siswa kelas 12 SMA merasa lebih stres dan jenuh akibat isolasi yang berkelanjutan. Oleh karena itu, diperlukan resiliensi akademik agar siswa dapat menghadapi permasalahan akademik yang ada. Ditemukan bahwa ternyata self-compassion dapat menumbuhkan resiliensi. Penelitian ini ingin melihat bagaimana hubungan antara self-compassion menggunakan alat ukur Self-Compassion Scale versi Bahasa Indonesia dengan resiliensi akademik menggunakan alat ukur Academic Resilience Scale-30. Partisipan merupakan 277 siswa kelas 12 SMA yang sedang melaksanakan pembelajaran daring. Hasil pengujian korelasi menunjukkan bahwa terdapat hubungan positif yang kuat antara self-compassion dengan resiliensi akademik (rs = 0.52, p < 0.05). Hal ini mengindikasikan bahwa self-compassion dapat membantu siswa untuk lebih resilien dalam menghadapi beban akademik di masa pandemi covid-19. Penelitian selanjutnya dapat mengambil data demografis, seperti apakah ada yang membantu siswa selama belajar dari rumah serta bagaimana tingkat stres siswa agar mendapatkan gambaran yang lebih komprehensif. ......During the covid-19 pandemic, the 12th grade senior high school students felt more stressed and tired due to continued isolation. Therefore, academic resilience is needed so that students can face existing academic problems. It was found that self-compassion can foster resilience. This study wants to see the relationship between self-compassion using the Indonesian version of the Self-Compassion Scale measuring instrument and Academic Resilience using the Academic Resilience Scale-30 measuring instrument. Participants are 277 12th grade senior high school students who are implementing online learning. Results show that there is positive correlation between self-compassion and academic resilience (rs= 0.52, p < 0.05). This research gives a new finding of how students could be more academically resilient in facing the academic burden during the covid-19 pandemic. Future studies can take demographic data, such as whether anyone helps students while learning from home and how stressed students are to get a more comprehensive picture.

Abstrak :
Pada masa pandemi Covid-19, peserta didik diharapkan dapat terlibat dan tetap termotivasi di dalam Pembelajaran Jarak Jauh melalui aplikasi daring yang rentan akan munculnya masalah teknis, dan suasana pembelajaran yang dapat menyebabkan proses pembelajaran tidak berlangsung dengan baik. Penelitian ini bertujuan melihat hubungan antara school climate dan agentic engagement peserta didik kelas 12 SMA dalam PJJ di wilayah Jabodetabek. Alat ukur yang digunakan adalah Agentic Engagement Scale (AES) untuk mengukur agentic engagement dan Delaware School Climate Survey (DSCS-S) untuk mengukur school climate. Melalui teknik convenience sampling, diperoleh partisipan dengan rentang usia 16 – 20 tahun (M = 17.69, SD = 0.84, N = 202). Analisis hasil menunjukkan adanya korelasi yang positif dan signifikan (r = 0.65, p < 0.01) antara school climate dan agentic engagement. Hasil mengindikasikan bahwa semakin baik school climate yang dipersepsikan peserta didik, maka semakin baik pula kontribusi aktif dan proaktif yang dilakukan oleh peserta didik kelas 12 SMA. Implikasi dari penelitian ini adalah penelitian ini dapat dimanfaatkan bagi pihak sekolah untuk menciptakan school climate yang baik agar agentic engagement peserta didik dalam proses pembelajaran dapat terfasilitasi lebih optimal. ......During the Covid-19 pandemic, students are expected to be involved and stay motivated in Distance Learning through online applications that are prone to technical problems, and a learning atmosphere that can cause the learning process to not go well. This study aims to examine the relationship between school climate and agentic engagement of 12th grade high school students in PJJ in Jabodetabek area. The measuring instruments used are Agentic Engagement Scale (AES) to measure agentic engagement and Delaware School Climate Survey-Student (DSCS-S) to measure school climate. Through convenience sampling technique, participants were obtained with an age range of 16 – 20 years (M = 17.69, SD = 0.84, N = 202). Analysis of the results showed a significant correlation (r = 0.65, p < 0.01) between school climate and agentic engagement. The results indicate that the better the perceived school climate, the better the active and proactive contributions made by grade 12 high school students. The implication of this research is that this research can be used by the school community to encourage a good school climate in order to create a more optimal agentic engagement.