THE EFFECT OF PEER-SUPPORT TO STUDENTS’ ACADEMIC STRESS IN BOARDING SCHOOL

WITH HOUSE SYSTEM

1
Muhammad Rizkita ,
SMAN Sumatera Selatan
farelmuhammad911@gmail.com

2
Lola Amelia
SMAN Sumatera Selatan
lola14amelia@gmail.com

ABSTRACT

The purpose of this research is to describe the level of academic stress and peer-support among
students in boarding school with house system; and to analyze the contribution of peer-support to
students’ academic stress in boarding school with house system. Peer-support is measured with Child
and Adolescent Social Support Scale-Academic (CASSS-A) with value α = .97 (Sonia, 2014) and
academic stress is measured with Educational Stress Scale for Adolescents (ESSA) with α =.82 for
dependent variable (Sun, 2012). The number of sample in this research is 60 students. Researchers use
random sampling technique. Result of this research shows that peer-support is on average level; and
academic stress is on average level. Simple liner regression is used for inferential analysis. The result
shows that there is no effect of peer-support to students’ academic stress in boarding school with house
system (P = 0.948).

Keywords: academic stress, peer support, house system.

INTRODUCTION

Academic stress is the main factor that influence adolescent around the world feel stress (
Kaushal, et al 2018). Symptoms of stress can be in the form of biological problems such as insomnia,
cognitive symptoms namely forgetting the material that has been learned, and emotional symptoms with
excessive feelings of fear and anxiety (Lilis & Diana, 2015). Adolecent is the crusial time where the
emotional isn’t stable. Many studies have stated that someone who has low physicological resources,
such as social support is more susceptible to illness and mood disorders when feeling stressed (Sonia S.
2014; Cohen, Janicki-Deverts, & Miller, 2007; DeLongis, Lazarus, & Folkman, 1998. et al; Losel&
Bliesener, 1990; Sarason, Shearin, Pierce, & Sarason, 1987). Academic stress may come from academic
stressor which are worry about future, a lot of homework, situation in the class, a rank, examination and
other people expetation (Kouzma and Kennedy in Sun 2012). One of the factor that could be increase
adolecent ability to cope with stress is social support (Aldwin, 1994; Balk, 1995; Demakis & McAdams,
1994; Ford & Procidano, 1990; Wilks, 2008). Social support which comes from parents, teachers, and
peer or friends. In case dormitory live, adolecents have much time with their peer than their parents.
Boarding school make them obligated to living far away from their family, facing new enviroment with new
people and living independently. Between the new routine in dormitory, adolecents also need to focus on
their education, that means they have more stressor to feel stress. The stressor in the school could exist
into worry about future, a lot of homework, rank, situation in the class, examination, and others people
perception (Kouzma and Kennedy in Sun 2012). However, adolecent spent much time with their peer, but
adolecent still need parents support. House system is a mekanism where the students in boarding school
will divided to a small group as called by house. This mekanism try to accomodate an ideal atmosfer like
home (home base) for student. Adolecent and their peer in house will live together in same dormitory for
three years study. Adolecent will have many activities with their house to fix their bonding such as house
gathering, house cooking, house assembly,and others.
METHODS

This research using quantitive non-experiment research methods with random sampling
technique. The variable on this research are academic stress for dependent variable and social support
for independent variable. The research population is SMAN Sumatera Selatan with 60 students as the
sample and using Child And Adolescent Social Support Scale-Academic (CASSS-A) that build up by
Sonia S. (2014) for independent variable and Educational Stress Scale for Adolescents (ESSA) for
dependent variable from Sun (2012). The results will decribe with Simple Linier Regression into
descriptive and inferential analysis. Descriptive analysis and hypothesis testing were carried out using
Statistical Package for Social Science (SPSS) based on field study.

RESULTS

The results from social support are:

Based on the class, CASSS-A in SMAN Sumatera Selatan School is above the theoretical average value
(µ = 48). The theoretical mean value for class X respondents (µ = 45.66) class XI (µ = 50.66) and class
XII (µ = 48.66). Based on gender, CASSS-A in SMAN Sumatera Selatan is above the theoretical average
(µ = 48.26). The highest theoretical average values were obtained from respondents with male average
values (µ = 49.48) and female respondents (µ = 47.10). Based on the direction, CASSS-A is above the
theoretical mean value (µ = 48). The highest theoretical value of CASSS-A was obtained from
respondents who came from the IPA majors (µ = 48.66) while the CASSS-A theoretical value of
respondents came from the Social Sciences department (µ = 47.52).

Following of academic stress the results are:

Based on class, ESSA is above the theoretical mean value (µ = 45.40). The theoretical mean value of
class X respondents (µ = 42.83) class XI (µ = 50) class XII (µ = 42.83). Based on sex, ESSA is above the
average theoretical average (µ = 45.40). The highest theoretical average values for female respondents
were (µ = 46.40) and male (µ = 44.36). Based on the majors, ESSA is above the theoretical average
value (µ = 45.40). The average theoretical value of IPS is greater than the IPA with values (µ = 46) and
IPA (µ = 45.06).

CONCLUSIONS
Through the results and data analysis described in the previous chapter, it can be concluded that:
a. Researcher's hypothesis, there is a positive influence of peer support on the house system on the level
of academic stress in students in SMAN Sumatera Selatan is not proven and rejected.
b. Description of academic stress in SMAN Sumatera Selatan are 12 students experienced stress in the
high range, 39 students in the average and 9 students in the low range.
c. The description of peer support at SMAN Sumatera Selatan, there are 11 students felt that they
received peer support in a high level, 38 average level, and 11 low level.

This data showed no significant relationship between peer support and academic stress in boarding
schools that implemented the house system so that the research hypothesis stated that there was a
positive relationship between variables (X), namely peer support for variable (Y) academic stress was not
met. Based on this, the research team needs to conduct further studies on factors that can positively
influence academic stress in addition to peer support.

Recommendation for school:

Peer support at boarding schools that implement the house system, still shows that some students are at
low peer support levels. In fact, peers are one of the components of the school that they meet every day.
An evaluation of the house system program is needed to maximize the potential of the house system in
boarding schools.
Suggestions for future researchers
The next researcher is expected to study further self-efficacy as a source of students in dealing with
stress that comes from students' internal self.
Further researchers are expected to explore more boarding schools that implement the house system to
find out more about the potential of the house system for peer support.
To continue this research, the next researcher is advised to include self-efficacy as a moderator variable
for peer support and academic stress.

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