Hubungan antara Self Efficacy dengan Stres Belajar pada Siswa Kelas XI SMKN 3 Medan

Abstract

Penelitian ini bertujuan untuk melihat hubungan self-efficacy dengan stres belajar pada siswa kelas XI SMKN 3 MEDAN. Subjek dalam penelitian ini adalah siswa kelas XIjurusan kimia analisis dan kimia industri yang berjumlah 334 siswa. Teknik pengambilan sampel menggunakan teknik cluster random sampling. Pengambilan data dilakukan dengan menggunakan dua skala, yaitu skala se(f-efficacy dan skala stres belajar. Analisis data menggunakan teknik kore1asi (rxy) sebesar -0,490 dengan p = 0,000 < 0,005, artinya terdapat hubungan negatif dan signifikan antara se(f-efjicacy dengan stres belajar pada siswa kelas XI, yang menunjukkan bahwa semakin rendah se(f-e.fjicacy siswa maka semakin tinggi stres belajamya. Sebaliknya semakin tinggi self-efficacy siswa maka semakin rendah stres belajamya. Self efficacy dalam penelitian ini siswa SMKN 3 Medan tergo1ong rendah karena (mean empirik = 43 ,20 < mean hipotetik = 65 dimana selisihnya melebihi bilangan SD = 12,517). Dan stres be la jar tergolong tinggi, karena (mean empirik = 95 ,25> mean hipotetik = 70 dimana selisihnya melebihi bilangan SD = 15,353). Adapun koefisien determinasi dari korelasi tersebut sebesar R2 = 0,240 artinya self-efficacy memberikan surnbangan efektif terhadap stres be1ajar sebesar 24%. Basil penelitian ini sesuai hipotesis dengan hasil penelitian di lapangan. This study aims to see the relationship of self-efficacy with the stress of learning in students of class XI SMKN 3 MEDAN. Subjects in this study were students of class XI majoring in chemical analysis and industrial chemistry totaling 334 students. The sampling technique used cluster random sampling technique. The data were collected using two scales, namely self-efficacy scale and learning stress scale. Data analysis using correlation technique (rxy) equal to -0,490 with p = 0,000 <0,005, meaning there is a negative and significant relationship between self-efficacy with learning stress in student class XI, which indicate that the lower the student self-efficacy hence the higher the learning stress . Conversely, the higher the students' self-efficacy the lower the learning stress. Self-efficacy in this study of students SMKN 3 Medan is low because (empirik mean = 43.20 <mean hypothetical= 65 where the difference exceeds the number of SD= 12.517). And learning stress is high, because (empirical mean= 95,25> mean hypothetical = 70 where the difference exceeds SD number = 15,353). The coefficient of determination of the correlation of R2 = 0.240 means that self-efficacy contributes effectively to the stress of learning by 24%. The results of this study is in accordance with the hypothesis with the results of research in the field.