Stres Akademik dan Kemampuan Pemecahan Masalah terhadap Kesadaran Metakognitif pada Siswa Madrasah Aliyah Swasta

Anjani, Fitria (2025) Stres Akademik dan Kemampuan Pemecahan Masalah terhadap Kesadaran Metakognitif pada Siswa Madrasah Aliyah Swasta. Sarjana (S1) thesis, Universitas Islam 45.

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Abstract

ABSTRACT The success of the learning process does not only depend on the teacher, but also depends on the learning strategies used by students. This study aims to understand the relationship and influence of academic stress variables, problem solving skills and metacognitive awareness. This study uses a quantitative approach correlational method using the population of Private Aliyah Madrasah students as samples (N = 66). The method used was interview and the measurement instrument of MAI (Metacognitive Awareness Inventory) adaptation scale r = 0.965, ESSA scale (Educational Stress Scale for Adolescents) r = 0.846 and problem solving ability scale r = 0.904. The results of academic stress research and metacognitive awareness r = -0.122, p = 0.375 (p> 0.05), then H01 is accepted. The results of research on problem solving ability with metacognitive awareness r = 0.330; p = 0.002 (p < 0.05), then Ha2 is accepted and Ha3 is rejected. The higher the academic stress, the lower the metacognitive awareness and the higher the problem solving ability, the higher the metacognitive awareness. ABSTRAK Keberhasilan proses pembelajaran tidak hanya bergantung pada pengajar, namun juga bergantung pada strategi belajar yang digunakan siswa. Penelitian ini bertujuan untuk memehami hubungan dan pengaruh variabel stres akademik, kemampuan pemecahan masalah dan kesadaran metakognitif. Penelitian ini menggunakan pendekatan kuantitatif metode korelasional dengan menggunakan populasi siswa Madrasah Aliyah Swasta sebagai sampel (N=66). Metode yang digunakan wawancara dan instrumen pengukuran skala adaptasi MAI (Metacognitive Awareness Inventory) r = 0,965, skala ESSA (Educational Stress Scale for Adolescents) r = 0,846 dan skala kemampuan pemecahan masalah r = 0,904. Hasil penelitian stres akademik dan kesadaran metakognitif r = -0,122, p = 0,375 (p > 0,05), maka H01 diterima. Hasil penelitian kemampuan pemecahan masalah dengan kesadaran metakognitif r = 0,330; p = 0,002 (p < 0,05), maka Ha2 diterima dan Ha3 ditolak. Semakin tinggi stres akademik, maka akan semakin rendah kesadaran metakognitif dan semakin tinggi kemampuan pemecahan masalah, maka akan semakin tinggi pula kesadaran metakognitif.

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