HUBUNGAN ANTARA SELF-MANAGEMENT DAN STRES AKADEMIK SISWA TINGKAT MTS DI MADROSATUL QUR’AN AL FALAK

Amira Fathina Zahra, NIM.: 22102020019 (2026) HUBUNGAN ANTARA SELF-MANAGEMENT DAN STRES AKADEMIK SISWA TINGKAT MTS DI MADROSATUL QUR’AN AL FALAK. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Students at the Madrasah Tsanawiyah (MTs) level who also serve as santri (students) in Islamic boarding schools (pesantren) face double challenges: the academic demands of the formal school curriculum and the targets for Quranic memorization and classical book studies. This condition requires high adaptability and is prone to triggering academic stress if not managed properly. An inability to manage this pressure has the potential to decrease learning concentration, hinder the achievement of memorization targets, and lead to academic burnout that disrupts psychological well-being. This study aims to determine the relationship between self-management and academic stress among MTs-level students at Madrosatul Qur’an Al Falak. This study employed a quantitative correlational approach. The population consisted of all 46 MTs-level students at Madrosatul Qur’an Al Falak. The sampling technique used was saturated sampling (total sampling), involving 46 respondents. Data were collected using a Self-management Scale based on The Liang Gie's theory and an Academic Stress Scale based on Gadzella and Masten's Student-Life Stress Inventory theory. These instruments underwent expert judgment and trials, resulting in 25 valid items for the self-management scale and 20 valid items for the academic stress scale. Data analysis was performed using the Product Moment correlation technique with SPSS for Windows. The results showed that the majority of students' self-management levels were in the high category (52.2%) and the moderate category (47.8%). Meanwhile, the academic stress levels were mostly in the moderate category (76.1%), followed by the high category (10.9%) and the low category (13.0%). The hypothesis test results showed a correlation coefficient (r) of -0.519 with a significance value of p < 0.001 (p < 0.05). This indicates a significant and strong negative relationship between self-management and academic stress. This means that the higher the student's self-management ability, the lower the academic stress experienced, and vice versa.

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