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"ABSTRAKPenelitian ini dilakukan untuk melihat insomnia yang terjadi pada mahasiswa melalui pendekatan pengaruh kecemasan tes. Hal ini menjadi penting bagi mahasiswa karena pada mahasiswa yang memiliki kecemasan tes yang tinggi, maka mahasiswa tersebut dapat mengalami insomnia. Penelitian ini berdasarkan teori yang telah dikemukakan oleh Eysenck yang mengatakan bahwa ketegangan atau kecemasan yang tinggi dapat membuat konsentrasi belajar terhambat, sehingga mahasiswa tersebut dapat menderita insomnia. Pemakaian model pada penelitian ini dikarenakan konstruk kecemasan tes memiliki indikator-indikator yang tidak dapat diukur atau diamati secara langsung, maka dilakukan dengan uji model struktural. Subyek dalam penelitian ini berjumlah 167 orang. Dari hasil perhitungan dengan LISREL dengan analisis Goodness of Fit (GOF), didapat hasil Chi-Square yang cukup besar 1958.91 (p=0.0). Artinya model yang menggambarkan adanya pengaruh kecemasan tes terhadap insomnia pada mahasiswa yang sedang dalam masa ujian tidak sesuai dengan data.

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ABSTRACTThe research has been done to study Insomnia among college students based on effect of test anxiety model. This study becomes important to college student because there is a possibility of insomnia among college student who have test anxiety. This study based on Eysenck?s theory who mentioned that high anxiety may distract the concentration for studying, even can make insomnia for some college students. The construct of test anxiety have indicator which can?t be direct observed, therefore researcher used structural equation modeling. The participants of this research are 167 college students. The analysis with Goodness of Fit (GOF), that have Chi-Square result 1958.91 (p=0.0). This result indicates model who have describe there is influence test anxiety to insomnia at college student does not fit with the data."

"ABSTRACTIn this study, we present questionnaire data obtained from Japanese students of our Spanish conversation class. The following questions are addressed: 1) How do students perceive oral class tests? 2) Are tests considered a cause of anxiety? 3) Do tests really serve as tools to generate study habits? With regard to the first question, all students perceived one or more positive points in the tests (for example, 46% said that the tests had motivated them to review what they had learned and 27% considered that, because the tests were oral, they had practiced with their classmates outside the classroom). On the other hand, 54% of the students did not perceive any negative point in the tests, while 22% considered as a negative point not knowing the exact content of the tests. With respect to the second question, one student considered tests as a cause of anxiety; and two other students declared that they felt anxious when they did not know the concrete content. However, three other students reported that the tests had helped them reduce either their anxiety when speaking in Spanish or the stress generated by the final examination. Thus, class tests can be considered as causes of anxiety, but also as tools that minimize it. Regarding the third question, 73% of the students indicated that if there were no class tests, they would study less or not study at all. This would confirm that class tests are useful in developing study habits."

"Retrieval Practice – an act to recall past knowledge – is one of six method of learning believed to give the best result. This paper tries to seek in which condition it can be done to give maximum result. Looking at past literature and research, we found that text anxiety is a factor that inhibits the retrieval practice and study process. By doing retrieval practice in low pressure and high frequency, we found text anxiety decrease and give better result.

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Retreival Practice – mengingat kembali pengetahuan yang pernah kita pelajari – merupakan salah satu dari enam cara belajar yang dipercaya memberikan hasil terbaik. Laporan ini membahas dalam kondisi apa cara ini dapat terapkan untuk memberikan hasil yang maksimal. Melihat hasil dari literature dan riset terdahulu, kita menemukan bahwa kecemasan ujian menjadi salah satu faktor yang menghambat efektifitas retrieval practice dan pembelajaran. Dengan melakukan retrieval practive dalam kondisi tekanan rendah dan frekuensi tinggi kita mendapati bahwa kecemasan ujian akan turun sehingga memberikan hasil yang lebih baik."

"ABSTRAKFenomena terkait kecemasan menjadi isu yang banyak dijumpai di kalangan mahasiswa, khususnya terkait cognitive test anxiety. Individu yang memiliki cognitive test anxiety tinggi cenderung berperforma kurang baik pada tes. Beberapa studi telah menemukan bahwa mindfulness dan regulasi diri dapat memengaruhi cognitive test anxiety. Penelitian ini dilakukan untuk mengetahui apakah regulasi diri memediasi hubungan antara mindfulness dan cognitive test anxiety pada mahasiswa. Penelitian ini bersifat korelasional yang dilakukan pada 192 mahasiswa. Pada penelitian ini, cognitive test anxiety diukur menggunakan Cognitive Test Anxiety Scale-17 CTAS-17 Cassady Finch, 2014, mindfulness diukur dengan menggunakan Mindfulness Attention Awareness Scale MAAS Brown dan Ryan, 2003 , dan regulasi diri diukur menggunakan Short Self-Regulation Questionnaire SSRQ Carey, Neal, Collins, 2004 . Hasil analisis statistik menunjukkan bahwa regulasi diri memediasi secara parsial partially mediation hubungan antara mindfulness dan cognitive test anxiety dengan indirect effect ? = -0,09.

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ABSTRACTAnxiety related phenomenon is a common issue among university students, especially regarding cognitive test anxiety. Individuals who have high cognitive test anxiety tend to perform poorly on a test. Several studies have found that mindfulness and self regulation can affect cognitive test anxiety. This study was conducted to determine whether selfregulation mediates the relationship between mindfulness and cognitive test anxiety in university students. This correlational study conducted on 192 university students. In this study, cognitive test anxiety was measured with Cognitive Test Anxiety Scale 17 CTAS17 Cassady Finch, 2014, mindfulness was measured with Mindfulness Attention Awareness Scale Brown and Ryan, 2003, and self regulation measured with Short SelfRegulation Questionnaire SSRQ Carey, Neal, Collins, 2004. The results of statistical analysis show that self regulation partially mediates relationship between mindfulness and cognitive test anxiety with indirect effect 0,09. "