Pengaruh stres akademik dan dukungan teman sebaya terhadap prestasi akademik siswa Pondok Pesantren MA Persis 76 Tarogong Kabupaten Garut

Adzani, Azmi (2026) Pengaruh stres akademik dan dukungan teman sebaya terhadap prestasi akademik siswa Pondok Pesantren MA Persis 76 Tarogong Kabupaten Garut. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA; Penelitian ini bertujuan untuk mengetahui pengaruh stres akademik dan dukungan teman sebaya terhadap prestasi akademik siswa Pondok Pesantren MA PERSIS 76 Tarogong Kabupaten Garut. Penelitian ini menggunakan pendekatan kuantitatif dengan desain asosiatif kausalitas. Populasi penelitian berjumlah 219 siswa dengan sampel sebanyak 142 siswa yang dipilih menggunakan teknik stratified random sampling. Pengumpulan data dilakukan menggunakan skala stres akademik dan dukungan teman sebaya serta dokumentasi nilai rapor sebagai indikator prestasi akademik. Data dianalisis menggunakan regresi logistik ordinal. Hasil penelitian menunjukkan bahwa stres akademik tidak berpengaruh signifikan terhadap prestasi akademik siswa, dengan nilai signifikansi sebesar 0,168. Sementara itu, dukungan teman sebaya berpengaruh signifikan terhadap prestasi akademik siswa, dengan nilai signifikansi < 0,01. Dengan demikian, stres akademik tidak terbukti memberikan pengaruh yang signifikan terhadap prestasi akademik. ENGLISH: This study aimed to examine the effects of academic stress and peer support on the academic achievement of students at the PERSIS 76 Tarogong Islamic Boarding School, Garut Regency. This study employed a quantitative approach with a causal associative design. The study population consisted of 219 students, with 142 students selected using stratified random sampling. Data were collected using academic stress and peer support scales, as well as report card documentation as an indicator of academic achievement. The data were analyzed using ordinal logistic regression. The results showed that academic stress did not have a significant effect on students' academic achievement, with a significance value of 0.168. Meanwhile, peer support had a significant effect on students' academic achievement, with a significance value of < 0.01. Thus, academic stress was not proven to have a significant effect on academic achievement.

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