Pengaruh Dukungan Keluarga dan Teman Sebaya terhadap Kecemasan Belajar saat Pandemi Covid 19 pada Remaja

Abstrak Latar Belakang: Pandemi covid 19 mempengaruhi bidang pendidikan dengan diberlakukannya pembelajaran jarak jauh sehingga dapat menimbulkan dampak psikologis bagi remaja. Dalam pelaksanaannya maka dibutuhkan dukungan keluarga dan teman sebaya agar remaja merasa lebih diperhatikan dan disayangi. Penelitian bertujuan mengetahui hubungan dukungan keluarga dan teman sebaya terhadap kecemasan dalam proses pembelajaran saat pandemi covid 19 pada siswa di SMPN 5 Depok. Metode: Studi cross sectional dengan teknik simple randoom sampling sebanyak 242 responden. Analisis data menggunakan uji chi square. Hasil: Studi menemukan pengaruh antara dukungan keluarga dengan kecemasan belajar (p value= 0,002) dan dukungan teman sebaya dengan kecemasan belajar (p value= 0,025) pada siswa di SMPN 5 Depok. Kesimpulan: Hasil penelitian menunjukan bahwa remaja yang memiliki dukungan keluarga dan teman sebaya yang baik akan memberikan dampak dalam belajar yaitu meminimalisir terjadinya kecemasan belajar, khususnya saat pandemi covid-19. Dukuungan keluarga dan teman sebaya mempunyai peranan penting untuk memotivasi remaja sehingga mengurangi kecemasan. Kata Kunci : Dukungan keluarga, dukungan teman sebaya, remaja, kecemasan belajar. Abstract Background: The COVID-19 pandemic has affected the education sector with the implementation of distance learning so that it can have a psychological impact on teenagers. In its implementation, it takes the support of family and peers so that teenagers feel more cared for and loved. This study aims to determine the relationship between family and peer support for anxiety in the learning process during the COVID-19 pandemic in students at SMPN 5 Depok. Methods: Cross sectional study with simple random sampling technique as many as 242 respondents. Data analysis using chi square test. Results: The study found the effect of family support with learning anxiety (p value = 0.002) and peer support with learning anxiety (p value = 0.025) in students at SMPN 5 Depok. Conclusion: The results of the study show that teenagers who have good family and peer support will have an impact on learning, namely minimizing the occurrence of online learning anxiety during the covid-19 pandemic. Family and peer support has an important role to motivate adolescents so as to reduce anxiety. Keywords: Family support, peer support, adolescents, anxiety in learning.

What is factor contributing to medical student learning anxiety during COVID-19 pandemic? A systematic review

Changes in education aspects increase the risks for mental and emotional disorders on students during the COVID-19 pandemic. This article aimed to discover the factors are contributing to medical students' learning anxiety during the COVID-19. A systematic review was written based on scientific article identification on three databases of Science Direct, PubMed NCBI, and EBSCO using terms of anxiety, factors, students, and COVID-19. The authors selected and analyzed using PRISMA based on predetermined inclusion and exclusion criteria. The studies obtain from several electronic databases revealed 519 research articles and a total of 20 articles to be analyzed. The internal factor of student anxiety during COVID-19 pandemic is age, gender, and lack of knowledge. The external factor is high academic loads with online learning methods, area restrictions/lockdown, physical activities, and socio-economic status changes. Knowing the factors that affect medical student anxiety during the pandemic could prevent further mental and emotional disorders and achieve optimal health.

The Influence and Response of Primary School Parents to Their Children's Learning Distress

Objectives: Distress is an unsatisfactory state of mind, and anxiety is its main manifestation. This research studies the learning distress of pupils. Methods: (1) A questionnaire survey was conducted on 543 samples to get the date about students' learning anxiety. (2) Interviews with 5 participants with anxiety symptoms and their parents to get the stories behind the students' learning distress. Results: 64.1% of the students in the sample were found to have symptoms of high anxiety. The interview showed that pupils were dissatisfied with their learning environment, dissatisfied with their academic performance and learning status, and they felt very tired and bored, even afraid with their studies. Conclusions: Poor academic performance, too many extracurricular activities, parents' over-concern about grades, and uncomfortable parent-child communication are the reasons for the learning distress of pupils. Parents do not pay much attention to the learning mood of pupils. It is recommended that parents spend more time with the company and educational guidance to help children develop positive learning emotions.

Influence of Vocalized Reading Practice on English Learning and Psychological Problems of Middle School Students

The purpose of this study is to improve the English learning anxiety and learning effect for middle school students. From the perspective of educational psychology, the influence of vocalized reading practice on the English learning of students is studied based on the self-efficacy theory and the schema theory. To encourage the students to practice English, the study might solve the problem of insufficient opportunities by applying the artificial intelligence (AI) chat system to the oral English practice of the students. Several research hypotheses are put forward, which concern the correlation between the English learning anxiety of the students with their self-efficacy, topic familiarity, and English grades under vocalized reading practice. Then, the hypotheses are verified through a controlled trial and a questionnaire survey (QS). Afterward, the experimental and QS data are statistically analyzed and tested with a regression model. The results show that the English grades, self-efficacy, and topic familiarity of the students have been significantly improved in the experimental group after the vocalized reading practice. The significance coefficient of the regression model is P = 0.000 < 0.05, which can be used to verify the proposed hypotheses. The English grades, self-efficacy, and topic familiarity can well-predict the English learning anxiety of the students. The computer simulation in educational communication (CSIEC) teaching system and AI can help create an interactive learning environment for the students to practice oral English by chatting with AI robots.

Pengaruh Pendampingan Keluarga Terhadap Kecemasan Belajar Anak pada Pembelajaran Jarak Jauh Selama Pandemi Covid-19

Learning anxiety is an excessive feeling of being afraid of threats or felt during distance learning. In overcoming children's anxiety, one of the assistance efforts made is family support. Family support is an act of assisting to meet the needs and problem solving of children in order to support the optimization of children's development. In this study, researchers used quantitative descriptive as an approach. The research method used is an analytic survey while the type of research is cross sectional. In analyzing the data, researchers used univariate as a measuring tool and the Chi-Square test as bivariate. The population of elementary school children in grades 4-6 is 60 respondents and the sample is 60 respondents. The results of the bivariate test showed that there was a significant relationship between the independent variables, that the p value was 0.044 (p < 0.05), which means that there is an influence between family support and children's learning anxiety. In this study, the study analyzed that the Chi-Square test had 2 (two) most influential variables, namely family support and children's learning anxiety. The conclusion of this study is that there is a significant relationship between family support and children's learning anxiety. From this research, it is expected that children will learn with others so that children do not experience anxiety.

The College Students’ Oral English Education Strategy Using Human-Computer Interaction Simulation System From the Perspective of Educational Psychology

The role of the human–computer interaction (HCI) system in college students’ oral English learning is discussed to analyze the current situation of college students’ oral English based on the HCI simulation system. The purpose is to study the oral education of college students. First, the theories of educational psychology, the HCI system, and the current situation of college students’ oral English learning are elaborated. Meanwhile, in oral English teaching, teachers use support vector machines and multimodal fusion intention perception methods in set theory to realize the interactive teaching between students and machines; then, the HCI simulation of oral English is explained. The current situation of college students’ oral English learning is analyzed by a questionnaire from the perspective of educational psychology. Finally, the HCI system in college students’ oral English learning is explored based on the learning level detection. The results show that 12% of college students are unqualified in oral English; 25% of them think their oral English level is medium; most of college students’ English learning anxiety is related to English progress anxiety; 18% of the students believe that they will study oral English for life; 32% of the students think that they have more opportunities to learn English at ordinary times; and most of the students learn English through English movies and songs outside of class. What attracts college students to learn oral English through the HCI system is that learning is not limited by time and space. Most students believe that their English level is good and hope that learning anxiety can be reduced through HCI systems. The strategies of college students’ oral English education with an HCI simulation system are evaluated based on the perspective of educational psychology, providing a research basis for oral English education in other regions and even the whole country to facilitate the better development of oral English education.

The impact of editorial policies and journal models on the number of articles on social humanities and communication studies related to Covid-19; Evidence from international and Indonesian scholarly work

This study examines scientific publications during a pandemic through bibliometric network analysis. We explored three different journal databases to map COVID-19 research in humanities and social sciences, then zoom in to communication studies. Government policy, e-learning, anxiety, economic impact are popular keywords in international and Indonesian articles on Social and Humanities, while disinformation, health communication, behavior change, and literacy are more prominent in communication articles. The researcher chose the keyword occurrence analysis as the basis for mapping the research theme. The bibliographic network was deployed in three strategies to obtain keyword data co-occurrence from research abstracts, keywords from researchers, and coder's approval keywords. Lastly, Vos viewer is used to creating macro and detailed perspective networks for interpretation. The results show that journal policies and models affect the number of COVID-19 publications in the journal. Finally, this study provides an overview that normative theory and behaviorism play a role in social and communication research.