Pendampingan Penerapan Peer Helper untuk Mengatasi Stres Akademik pada Siswa SMA Lab UM
DOI:
https://doi.org/10.59431/ajad.v6i3.931Keywords:
Academic Stress, Peer Helper, Peer SupportAbstract
Academic stress is a common issue among senior high school students caused by heavy academic workloads, grade pressure, and competition, which can negatively affect their psychological well-being. Although guidance and counseling services are available, their utilization remains suboptimal due to negative stigma, leading students to rely on peers who often lack adequate supportive skills. In response to this issue, a community service program was conducted through mentoring on peer helper implementation to equip students at SMA Laboratorium UM with peer-support capabilities. The activities included conceptual socialization, basic helping skills training, and case-handling simulations. The program's effectiveness was evaluated by comparing participants' pre-test and post-test scores using the Wilcoxon signed-rank test. The analysis revealed a significant difference (Z = -3.740, p < 0.001), indicating marked improvement in participants' understanding. This outcome demonstrates that the mentoring program effectively enhances students' competence in applying peer helper strategies to mitigate academic stress.
Downloads
References
Abrams, M. P., Salzman, J., Espina Rey, A., & Daly, K. (2022). Impact of providing peer support on medical students’ empathy, self-efficacy, and mental health stigma. International Journal of Environmental Research and Public Health, 19(9), Article 5135. https://doi.org/10.3390/ijerph19095135
Alada, M., & Tezer, E. (2009). Effects of a peer helping training program on helping skills and self-growth of peer helpers. International Journal for the Advancement of Counselling, 31(4), 255–269. https://doi.org/10.1007/s10447-009-9082-4
Alqu’ana, S. A., & Hanurawan, F. (2022). The relationship between peer social support and resilience in State University of Malang students affected by distance learning. KnE Social Sciences, 137–146. https://doi.org/10.18502/kss.v7i10.11219
Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale. Health Psychology Open, 2(2), 1–9. https://doi.org/10.1177/2055102915596714
Biantoro, T. D. P., & Savitri, J. (2023). Pengaruh academic peer support terhadap school engagement pada siswa SMP “X” di Bandung. Provitae: Jurnal Psikologi Pendidikan, 16(2), 63–72. https://doi.org/10.24912/provitae.v16i2.26704
Biggs, A., Brough, P., & Drummond, S. (2017). Lazarus and Folkman’s psychological stress and coping theory. In C. L. Cooper & J. C. Quick (Eds.), The handbook of stress and health: A guide to research and practice (pp. 349–364). John Wiley & Sons. https://doi.org/10.1002/9781118993811.ch21
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. https://doi.org/10.1037/0033-2909.98.2.310
Fahyuni, E. F. (2018). Inovasi konselor sebaya di sekolah (dalam perspektif pendidikan Islam). Umsida Press. https://doi.org/10.21070/2018/978-979-3401-93-5
Febrianti, N. R., Surur, N., & Kholili, M. I. (2023). Hubungan antara dukungan teman sebaya dengan stres akademik pada siswa. Jurnal Psikoedukasi dan Konseling, 7(1), 1–8. https://doi.org/10.20961/jpk.v7i1.71077
Gustina, N. Z., Badri, I. A., & Putri, Y. D. (2023). Relationship between peer support with anxiety level of student in last term in Batam. Jurnal Riset Kesehatan Nasional, 7(2), 150–155. https://doi.org/10.37294/jrkn.v7i2.476
Haryanti, U., & Prakoso, E. T. (2023). Pengaruh peer counseling terhadap stres akademik siswa kelas IX MTs N 1 Klaten. Jurnal Kreatif Olahraga, 1(1), 47–56.
Hendar, K. (2023). Peer counseling as a strategy for overcoming academic stress and burnout. Bulletin of Counseling and Psychotherapy, 5(3), 323–330. https://doi.org/10.51214/002023051123000
Irawan, F. (2024). Pengaruh stres akademik terhadap school burnout pada siswa SMA sederajat [Skripsi, Universitas Nahdlatul Ulama Indonesia]. Repositori Institusi UNUSIA. https://repository.unusia.ac.id/view/creators/Irawan=3AFajar=3A=3A.html
Jagiello, T., Belcher, J., Neelakandan, A., Boyd, K., & Wuthrich, V. M. (2025). Academic stress interventions in high schools: A systematic literature review. Child Psychiatry & Human Development, 56(6), 1836–1869. https://doi.org/10.1007/s10578-024-01667-5
Jalal, N. M. (2024). Peran peer support terhadap academic buoyancy siswa. Jurnal Kolaboratif Sains, 7(6), 2053–2062. https://doi.org/10.56338/jks.v7i6.5369
Kushendar, K., & Maba, A. P. (2022). Peer counseling as a coping strategy for academic stress and burnout in final-year students. COUNS-EDU: The International Journal of Counseling and Education, 7(4), 162–169. https://doi.org/10.23916/0020220740540
Linayaningsih, F., M. V., I. W., & Savitri, A. D. (2017). Pengaruh pelatihan peer group counseling dalam meningkatkan psychological well-being pada siswa sekolah menengah pertama. Philanthropy: Journal of Psychology, 1(1), 25–35. https://doi.org/10.26623/philanthropy.v1i1.774
Mudjijanti, F. (2015). Minat siswa memanfaatkan layanan bimbingan dan konseling di sekolah ditinjau dari persepsi siswa tentang layanan konseling dan konselor. Widya Warta, 39(2), 266–284.
Nurismawan, A. S., Fahruni, F. E., & Naqiyah, N. (2022). Studi aksiologi etika konselor dalam memperbaiki pemberian layanan konseling individu di sekolah. Jurnal Filsafat Indonesia, 5(1), 65–70. https://doi.org/10.23887/jfi.v5i1.41165
Pawestri, A. T., & Moesarofah, M. (2024). The influence of self-efficacy and peer support on academic procrastination in writing a thesis. Jurnal Konseling Pendidikan Islam, 5(2), 463–470. https://doi.org/10.32806/jkpi.v5i2.178
Pramudyanti, Y. R., & Alwi, M. A. (2024). Hubungan dukungan teman sebaya dengan stres akademik pada siswa SMA Negeri 6 Bulukumba. Journal of Correctional Issues, 7(2), 112–120.
Putwain, D. (2007). Researching academic stress and anxiety in students: Some methodological considerations. British Educational Research Journal, 33(2), 207–219. https://doi.org/10.1080/01411920701208258
Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2), 95–103. https://doi.org/10.1037/h0045357
Safiany, A., & Maryatmi, A. S. (2018). Hubungan self efficacy dan dukungan sosial teman sebaya dengan stres akademik pada siswa-siswi kelas XI di SMA Negeri 4 Jakarta Pusat. IKRA-ITH Humaniora: Jurnal Sosial dan Humaniora, 2(3), 87–95.
Setiawan, A. I. B. (2024). Meningkatkan sosio-emosional calon konselor sebaya melalui clay therapy. Khidmat: Jurnal Pengabdian Kepada Masyarakat, 1(2), 66–77. https://doi.org/10.31629/khidmat.v1i2.7162
Subramani, C., & Kadhiravan, S. (2017). Academic stress and mental health among high school students. Indian Journal of Applied Research, 7(5), 404–406.
Suryawati, N. M. R. (2016). Konseling teman sebaya untuk meningkatkan empati siswa. Jurnal Penelitian Pendidikan, 16(2), 202–211. https://doi.org/10.17509/jpp.v16i2.4247
Tus, J. (2020). Academic stress, academic motivation, and its relationship on the academic performance of the senior high school students. Asian Journal of Multidisciplinary Studies, 8(11), 29–37.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 M. Ramli, Nur Eva, Nur Mega Aris Saputra, Alivia Eka Ariyanti
This work is licensed under a Creative Commons Attribution 4.0 International License.
