Adaptasi Instrumen Academic Expectation Stress Inventory-9 (AESI-9) pada Siswa SMA
DOI:
https://doi.org/10.17977/um070v4i82024p347-357Keywords:
Academic Expectations Stress Inventory (AESI), Adaptation of Psychological Scale, InstrumentAbstract
Research on Academic Expectations Stress Inventory-9 (AESI-9) is important because it has an essential role as a risk factor for stress due to parents' academic expectations for their children. However, the measuring instrument in the Indonesian version has not been found. The purpose of this study was to adapt the Academic Expectations Stress Inventory-9 (AESI-9) instrument into the Indonesian version. This study was conducted online using a Google Form link intended for high school students in Indonesia (N=40; 21 male subjects and 19 female subjects) aged 16-19 years. The results of the validity test showed that all AESI-9 adaptation instruments were appropriate because they had an Aiken's V assessment >0.6. The results of the reliability test based on the Cronbach's Alpha value were 0.871. This instrument can be considered reliable and categorized as strong because the value exceeds 0.6 which is the reliability standard. The discriminatory power of the instruments in this study met the standard, which was above 0.3. The statistical results show that the high category has a value of 14, the medium category has a value of 12, the low category has a value of 11, and the very low category has a value of 3.
Abstrak
Penelitian mengenai Academic Expectations Stress Inventory-9 (AESI-9) ini penting karena memiliki peran yang esensial sebagai faktor risiko stres akibat ekspektasi akademik orang tua terhadap anaknya. Akan tetapi, alat ukur dalam versi Bahasa Indonesia masih belum ditemukan. Tujuan penelitian ini untuk mengadaptasi instrumen Academic Expectations Stress Inventory-9 (AESI-9) ke dalam versi Bahasa Indonesia. Penelitian ini dilakukan secara online menggunakan link Google Form yang ditujukan untuk siswa dan siswi Sekolah Menengah Atas (SMA) di Indonesia (N=40; 21 subjek laki-laki dan 19 subjek perempuan) yang berusia antara 16-19 tahun. Hasil uji validitas menunjukkan bahwa seluruh instrumen adaptasi AESI-9 sesuai karena memiliki penilaian Aiken’s V >0,6. Hasil uji reliabilitas yang didasarkan dari nilai Cronbach’s Alpha sebesar 0,871. Instrumen ini dapat dianggap reliabel dan dikategorikan kuat karena nilai tersebut melebihi 0,6 yang merupakan standar reliabilitas. Daya beda instrumen pada penelitian ini memenuhi standar yaitu di atas 0,3. Hasil statistik menunjukkan bahwa kategori tinggi memiliki nilai 14, kategori sedang bernilai 12, kategori rendah bernilai 11, dan kategori sangat rendah senilai 3.
References
Abouserie, R. (1994). Sources and Levels of Stress in Relation to Locus of Control and Self-Esteem in University Students. Educational Psychology, 14, 323-330.
http://dx.doi.org/10.1080/0144341940140306
Ang, R.P., & Huan, S.V. (2006). Academic Expectations Stress Inventory: Development, Factor Analysis, Reliability and Validity. Educational and Psychological Measurement, 66, 522.
Arsy, W. M. & Annisa, F. (2022). Tingkat Stres Akademik dan Prestasi Akademik Pada Siswa Siswi SMA Kartika VIII-1 di Jakarta Selatan. Jurnal Ilmiah Kesehatan Keris Husada, 68–74.
Asgarabad, M. H., Charkhabi, M., Fadaei, Z., Baker, J. S., & Dutheil, F. (2021). Academic Expectations of Stress Inventory: A Psychometric Evaluation of Validity and Reliability of the Persian Version. Journal of Personalozed Medicine, 11(11). 1208-1221.
Atziza, R. (2015). Faktor-Faktor yang Mempengaruhi Kejadian Stres dalam Pendidikan Kedokteran. J Agromed Unila, 2(3), 317–320. https://juke.kedokteran.unila.ac.id/index.php/agro/article/view/1367
Azwar, S. (1996). Tes Prestasi Fungsi dan Pengembangan Pengukuran Prestasi Belajar Edisi II. Yogyakarta: Pustaka Pelajar.
Azwar, S. (2019). Reliabilitas dan Validitas Edisi 4. Yogyakarta: Pustaka Pelajar.
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures. SPINE, 25(24), 3186–3191.
Beauchamp, M. H., Aglipay, M., Yeates, K. O., Désiré, N., Keightley, M., Anderson, P., Brooks, B. L., Barrowman, N., Gravel, J., Boutis, K., Gagnon, I., Dubrovsky, A. S., & Zemek, R. (2018). Predictors of neuropsychological outcome after pediatric concussion. Neuropsychology, 32(4), 495–508. https://doi.org/10.1037/neu0000419
Burnett, P. & Fanshawe, J. (1997). Measuring School-Related Stressors in Adolescents. Journal of Youth and Adolescence, 414-428.
Chung, B., Kim, H., Lee, S., Kwon, K., and Lee, J. (1993). Restoring Korean Education from the Bondage of Entrance Examination Education. Nanam Publication, Seoul.
Crocetti, E. (2018). Identity dynamics in adolescence: Processes, antecedents, and consequences. European Journal of Developmental Psychology, 15(1), 11–23. https://doi.org/10.1080/17405629.2017.1405578
Damayanti, S., Jannah, S. R., Nizami, N. H. (2022). Tingkat Stres Akademik Siswa Sekolah Menengah Atas Selama Proses Pembelajaran Pada Masa Pandemi Covid-19. JIM FKep, 154–158.
De Vaus, D. (2002). Analyzing Social Science Data. London: Sage Publications.
Fanshawe, J.P., & Burnett, P. C. (1991). Assessing school-related stressors and coping mechanisms in adolescents. British Journal of Educational Psychology. 61. 92-98. doi: 10.1111/j.2044-8279.1991.tb00964.x.
Green, Z. A., Faizi, F., Jalal, R., & Zadran, Z. (2021). Emotional Support Received Moderates Academic Stress and Mental Well-being in a Sample of Afghan University Students amid COVID-19.
Guiping, W., & Huichang, C. (2001). Coping style of adolescents under academic stress their locus of control, self-esteem and mental health. Chinese Mental Health Journal, 15(6), 431–434.
Isralowitz, R.E., Ong, T.H. (1990-06). Singapore youth: the impact of social status on perceptions of adolescent problems. Adolescence 25 (98) : 357-362. ScholarBank@NUS Repository.
Istiqomah, A. N, Helmi, A. F., & Widhiarso, W. (2022). Translasi, Adaptasi dan Validasi Skala Intolerance of Uncertainty Short Version 12-item (IUS-12) ke Bahasa Indonesia. Psikologika: Jurnal Pemikiran Dan Penelitian Psikologi, 27(1), 107-–124. doi: 10.20885/psikologika.vol27.iss1.art8
Juon, H.-S., Nam, J. J., & Ensminger, M. E. (1994). Epidemiology of suicidal behavior among Korean adolescents. Child Psychology & Psychiatry & Allied Disciplines, 35(4), 663–676. https://doi.org/10.1111/j.1469-7610.1994.tb01212.x
Kerlinger, F. (1995). Asas‐asas Penelitian Behavioral (terjemahan Landung R. Simatupang). Yogyakarta: Gadjah Mada University Press.
Kohn, J. P., & Frazer, G. H. (1986). An academic stress scale: Identifi- cation and rated importance of academic stressors. Psychological Reports, 59, 415-426. doi:10.2466/pr0.1986.59.2.415
Lee, M., & Larson, R. (2000). The Korean 'examination hell': Long hours of studying, distress, and depression. Journal of Youth and Adolescence, 29(2), 249–271. https://doi.org/10.1023/A:1005160717081
Miller, P. H. (2011). Piaget's theory: Past, present, and future. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd ed., pp. 649–672). Wiley Blackwell.
Mufadhal, Ifdil & Nikarijal. (2017). The Concept of Student Academic Stress. Journal of Counseling and Education, Vol. 5, No. 3. https://doi.org/10.29210/119800
Mulyana, A., Fahmi, I., Azizah, N., & Natanael, Y. (2023). Pengembangan dan Pengujian Validitas Skala Perilaku Mengemudi Berbahasa Indonesia. Jurnal Penelitian dan Pengukuran Psikologi, 12(1), 24–34. doi: http://doi.org/10.21009/JPPP.121.04
Oktavia, W. K., Fitroh, R., Wulandari, H., & Feliana, F. (2019, November). Faktor-faktor yang mempengaruhi stres akademik. Prosiding Seminar Nasional Magister Psikologi Universitas Ahmad Dahlan (pp. 142-149).
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The Impact of Stress on Students in Secondary School and Higher Education. International Journal of Adolescence and Youth. 25(1), 104-112
Ang, R. P. & Huan, V. S. (2006). Academic expectations stress inventory: Development, factor analysis, reliability, and validity. Educational and Psychological Measurement, 522–539.
Ang, R. P., Huan, V. S. & Braman, O. R. (2006). Factorial Structure and Invariance of the Academic Expectations Stress Inventory Across Hispanic and Chinese Adolescent Samples. Child Psychiatry Hum Dev, 73–87.
Santrock, J. W. (2012). Life Span Development [Perkembangan Masa Hidup] (Jilid 1) (edisi ketigabelas) Penerjemah: Benedictine Widyasinta. Jakarta: Penerbit Erlangga
Taber, K. S. (2017). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Res Sci Educ, 48:1273–1296. DOI 10.1007/s11165-016-9602-2
Tan, J. B. & Yates, S. (2011). Academic Expectations as Sources of Stress in Asian Students. Social Psychology of Education, 14(2), 389–407. doi: 10.1007/s11218-010-9146-7 Diambil dari https://link.springer.com/article/10.1007/s11218-010-9146-7
Winarsunu, T. (2015). Statistik Dalam Penelitian Psikologi dan Pendidikan. Malang: UMM PRESS.
Wong, D. (2012). Buku Ajar Keperawatan Pediatrik. Jakarta: EGC. Wong Baker Faces Pain Rating Scale. Di unduh dari https://peerj.com/articles/37/
Xie, Y., & Goyette, K. (2003). Social mobility and the educational choices of Asian Americans. Social Science Research, 32, 467-498.
Zeidner, M. (1992). Sources of academic stress: The case of first year Jewish and Arab students in Israel. Higher Education, 24, 26-40. doi:10.1007/BF00138616
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Andika Novia Putri Rachmawati, Charaka Bintang Nararya, Wisnu Samodra, Femmi Nurmalitasari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3.png)
1.png)
1.png)
