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Abstract
ABSTRAK: Stres yang tinggi merupakan suatu kondisi yang sering terjadi pada siswa SMA dikarenakan semakin meningkatnya tuntutan dan perencanaan masa depan. Salah satu metode yang dapat dilakukan untuk mengelola stres adalah melalui praktik self-compassion. Penelitian ini bertujuan untuk melihat efektivitas intervensi self-compassion terhadap penurunan stres pada siswa SMA. Penelitian ini menggunakan small-n design dengan 4 partisipan. Pengukuran menggunakan dua alat ukur, yaitu Self-Compassion Scale dan The Perceived Stress Scale. Hasil penelitian menemukan bahwa intervensi self-compassion tidak efektif untuk menurunkan stres pada siswa SMA. Hal tersebut disebabkan tidak semua partisipan mengalami penurunan skor perceived stress dan peningkatan skor self-compassion. Meskipun demikian, terlihat adanya tren yang positif dari hasil penelitian ini, sehingga penerapan intervensi self-compassion dapat dipertimbangkan lebih lanjut untuk menurunkan stres siswa SMA.
Kata kunci: self-compassion, stres, siswa SMA.
ABSTRACT: High stress levels are a common condition among high school students due to increasing demands and future planning pressures. One potential method for managing stress is the practice of self-compassion. This study aimed to evaluate the effectiveness of self-compassion interventions in reducing stress among high school students. The research employed a small-n design with four participants. Two measurement tools were used: the Self-Compassion Scale and the Perceived Stress Scale. The findings revealed that the self-compassion intervention was not effective in reducing stress among high school students, as not all participants showed a decrease in perceived stress scores or an increase in self-compassion scores. Nevertheless, a positive trend was observed in the results, suggesting that the implementation of self-compassion interventions could be further explored as a potential approach to managing stress in high school students.
Key words: self-compassion, stress, high school students.
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References
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- Almarzouki, A. F. (2024). Stress, working memory, and academic performance: A neuroscience perspective. Stress, 27(1). https://doi.org/10.1080/10253890.2 024.2364333
- Amita, N., Siregar, J., & Listyani, N. (2024). Pelatihan self-compassion untuk mengurangi self-criticism pada mahasiswa. JIP (Jurnal Intervensi Psikologi), 16(1), 13–24. https://doi.org/10.20885/intervensi psikologi.vol16.iss1.art2
- Andamari, S., Savitri, J., Cahyono, M. Y. M., & Tjandraningtyas, J. M. (2024). Perspektif masa depan untuk keterlibatan siswa SMA. JIP (Jurnal Intervensi Psikologi), 16(1), 25–42. https://doi.org/10.20885/intervensi psikologi.vol16.iss1.art3
- Arias-Pujol, E., & Anguera, M. T. (2017). Observation of interactions in adolescent group therapy: A mixed methods study. Frontiers in Psychology, 8, 1–13. https://doi.org/10.3389/fpsyg.2017. 01188
- Bluth, K., & Blanton, P. W. (2015). The influence of self-compassion on emotional well-being among early and older adolescent males and females. The Journal of Positive Psychology, 10(3), 219–230. https://doi.org/10.1080/17439760.2 014.936967
- Bluth, K., Campo, R. A., Futch, W. S., & Gaylord, S. A. (2017). Age and gender differences in the associations of self- compassion and emotional well-being in a large adolescent sample. Journal of Youth and Adolescence, 46(4), 840– 853. https://doi.org/10.1007/s10964- 016-0567-2
- Bluth, K., & Eisenlohr‐Moul, T. A. (2017). Response to a mindful self‐ compassion intervention in teens: A within‐person association of mindfulness, self‐compassion, and emotional well‐being outcomes. Journal of Adolescence, 57(1), 108– 118. https://doi.org/10.1016/j.adolescenc e.2017.04.001
- Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396. https://doi.org/10.2307/2136404
- Cummings, C. M., Caporino, N. E., & Kendall, P. C. (2014). Comorbidity of anxiety and depression in children and adolescents: 20 years after. Psychological Bulletin, 140(3), 816– 845. https://doi.org/10.1037/a0034733
- Ezhumalai, S., Muralidhar, D., Dhanasekarapandian, R., & Nikketha, B. (2018). Group interventions. Indian Journal of Psychiatry, 60(8), 514–521. https://doi.org/10.4103/psychiatry.I ndianJPsychiatry_42_18
- Florêncio, C. B. S., Ramos, M. F. H., & Silva, S. S. da C. (2017). Adolescent perceptions of stress and future expectations. Paidéia (Ribeirão Preto), 27(66), 60–68. https://doi.org/10.1590/1982- 43272766201708
- Galla, B. M. (2016). Within‐person changes in mindfulness and self‐compassion predict enhanced emotional well‐ being in healthy, but stressed adolescents. Journal of Adolescence, 49(1), 204–217. https://doi.org/10.1016/j.adolescenc e.2016.03.016
- Germer, C., & Neff, K. (2019). Teaching the mindful self-compassion program: A guide for professionals. Guilford Press.
- Ghatol. Snehlata D. (2017). Academic stress among higher secondary school students: A review. International Journal of Advanced Research in Education & Technology (IJARET), 4(1), 38–41.
- Goodwin, K. A., & Goodwin, C. J. (2016). Research in psychology: Methods and design (8th ed.). Wiley.
- Hakim, A. K., Anitarini, F., & Pamungkas, A. Y. F. (2021). Pengaruh mindfulness spiritual Islam terhadap resiliensi pada remaja penyandang disabilitas fisik di SMALB Negeri Banyuwangi tahun 2020. Nursing Information Journal, 1(1), 1–8. https://doi.org/10.54832/nij.v1i1.16 1
- Lathren, C. R., Rao, S. S., Park, J., & Bluth, K. (2021). Self-compassion and current close interpersonal relationships: A scoping literature review. Mindfulness, 12(5), 1078–1093. https://doi.org/10.1007/s12671- 020-01566-5
- Lin, H. J., & Yusoff, M. S. B. (2013). Psychological distress, sources of stress and coping strategy in high school students. Psychological Medicine, 20(6), 1–3.
- Marsh, I. C., Chan, S. W. Y., & MacBeth, A. (2018). Self-compassion and psychological distress in adolescents—a meta-analysis. Mindfulness, 9(4), 1011–1027. https://doi.org/10.1007/s12671- 017-0850-7
- McMahon, G., Creaven, A., & Gallagher, S. (2020). Stressful life events and adolescent well‐being: The role of parent and peer relationships. Stress and Health, 36(3), 299–310. https://doi.org/10.1002/smi.2923
- Mohr, M., Honnudóttir, V., Mohr, M., & Helgadóttir Davidsen, A. (2023). The paradox of endless options and unrealistic expectations: Understanding the impact on youth mental health. International Journal of Adolescence and Youth, 28(1). https://doi.org/10.1080/02673843.2 023.2242475
- Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/152988603 09032
- Neff, K. D. (2011). Self‐compassion, self‐ esteem, and well‐being. Social and Personality Psychology Compass, 5(1), 1–12. https://doi.org/10.1111/j.1751- 9004.2010.00330.x
- Neff, K. D., & McGehee, P. (2010). Self- compassion and psychological resilience among adolescents and young adults. Self and Identity, 9(3), 225–240. https://doi.org/10.1080/152988609 02979307
- Papalia, D. E. (2020). Experience human development (14th ed.). McGraw Hill.
- Parombean, A. C., Abidin, F. A., Qodariah, L., & Novita, S. (2023). Adaptation of the mental health inventory (MHI-38) for adolescents - Indonesian version. Psychology Research and Behavior Management, 16, 2655–2665. https://doi.org/10.2147/PRBM.S412 460
- Phillips, A. C. (2013). Perceived stress. In Encyclopedia of Behavioral Medicine (pp. 1453–1454). Springer New York. https://doi.org/10.1007/978-1- 4419-1005-9_479
- Ponkosonsirilert, T., Laemsak, O., Pisitsungkagarn, K., Jarukasemthawee, S., Audboon, S., & Leangsuksant, T. (2022). Stress, self- compassion, and school burnout in Thai high school students. International Journal of Adolescent Medicine and Health, 34(5), 343–349. https://doi.org/10.1515/ijamh-2020- 0109
- Poots, A., & Cassidy, T. (2020). Academic expectation, self-compassion, psychological capital, social support and student wellbeing. International Journal of Educational Research, 99, 101506. https://doi.org/10.1016/j.ijer.2019.1 01506
- Rahmandani, A., La kahija, Y. F., & Salma, S. (2021). Will self-compassion relieve distress?: A correlational study among Indonesian undergraduate students. Yonago Acta Medica, 64(2), 192–199. https://doi.org/10.33160/yam.2021. 05.013
- Rudland, J. R., Golding, C., & Wilkinson, T. J. (2020). The stress paradox: How stress can be good for learning. Medical Education, 54(1), 40–45. https://doi.org/10.1111/medu.1383 0
- Sabellano, K. G. M., Amac, J. M., Balbarino, J. C., Cano, J. B., Comonal, K. N., Cordero, E. J. B., Desoasido, J. M. M., Manigos, K. N. G., Molos, Z. M. E., Rodriguez, G. S., Torrejas, S. E., Clamares, K. J. M., & Pelandas, A. M. O. (2024). The relationship between perceived social support and adolescent stress among grade 12 students. International Journal of Research and Innovation in Social Science, 8(4), 3067–3074. https://doi.org/10.47772/IJRISS.202 4.804286
- Sugianto, D., Suwartono, C., & Sutanto, S. H. (2020). Reliabilitas dan validitas Self- compassion scale versi Bahasa Indonesia. Jurnal Psikologi Ulayat, 7(2), 177–191. https://doi.org/10.24854/jpu107
- Sugiyanto, Badaruddin, M., Herpratiwi, Untung, S., & Sabarudin. (2020). The influence of learning motivation on the learning outcomes of vocational students at Lampung University . International Journal of Advanced Science and Technology, 29(5), 133– 140.
References
Allen, A. B., & Leary, M. R. (2010). Self- compassion, stress, and coping. Social and Personality Psychology Compass, 4(2), 107–118. https://doi.org/10.1111/j.1751- 9004.2009.00246.x
Almarzouki, A. F. (2024). Stress, working memory, and academic performance: A neuroscience perspective. Stress, 27(1). https://doi.org/10.1080/10253890.2 024.2364333
Amita, N., Siregar, J., & Listyani, N. (2024). Pelatihan self-compassion untuk mengurangi self-criticism pada mahasiswa. JIP (Jurnal Intervensi Psikologi), 16(1), 13–24. https://doi.org/10.20885/intervensi psikologi.vol16.iss1.art2
Andamari, S., Savitri, J., Cahyono, M. Y. M., & Tjandraningtyas, J. M. (2024). Perspektif masa depan untuk keterlibatan siswa SMA. JIP (Jurnal Intervensi Psikologi), 16(1), 25–42. https://doi.org/10.20885/intervensi psikologi.vol16.iss1.art3
Arias-Pujol, E., & Anguera, M. T. (2017). Observation of interactions in adolescent group therapy: A mixed methods study. Frontiers in Psychology, 8, 1–13. https://doi.org/10.3389/fpsyg.2017. 01188
Bluth, K., & Blanton, P. W. (2015). The influence of self-compassion on emotional well-being among early and older adolescent males and females. The Journal of Positive Psychology, 10(3), 219–230. https://doi.org/10.1080/17439760.2 014.936967
Bluth, K., Campo, R. A., Futch, W. S., & Gaylord, S. A. (2017). Age and gender differences in the associations of self- compassion and emotional well-being in a large adolescent sample. Journal of Youth and Adolescence, 46(4), 840– 853. https://doi.org/10.1007/s10964- 016-0567-2
Bluth, K., & Eisenlohr‐Moul, T. A. (2017). Response to a mindful self‐ compassion intervention in teens: A within‐person association of mindfulness, self‐compassion, and emotional well‐being outcomes. Journal of Adolescence, 57(1), 108– 118. https://doi.org/10.1016/j.adolescenc e.2017.04.001
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396. https://doi.org/10.2307/2136404
Cummings, C. M., Caporino, N. E., & Kendall, P. C. (2014). Comorbidity of anxiety and depression in children and adolescents: 20 years after. Psychological Bulletin, 140(3), 816– 845. https://doi.org/10.1037/a0034733
Ezhumalai, S., Muralidhar, D., Dhanasekarapandian, R., & Nikketha, B. (2018). Group interventions. Indian Journal of Psychiatry, 60(8), 514–521. https://doi.org/10.4103/psychiatry.I ndianJPsychiatry_42_18
Florêncio, C. B. S., Ramos, M. F. H., & Silva, S. S. da C. (2017). Adolescent perceptions of stress and future expectations. Paidéia (Ribeirão Preto), 27(66), 60–68. https://doi.org/10.1590/1982- 43272766201708
Galla, B. M. (2016). Within‐person changes in mindfulness and self‐compassion predict enhanced emotional well‐ being in healthy, but stressed adolescents. Journal of Adolescence, 49(1), 204–217. https://doi.org/10.1016/j.adolescenc e.2016.03.016
Germer, C., & Neff, K. (2019). Teaching the mindful self-compassion program: A guide for professionals. Guilford Press.
Ghatol. Snehlata D. (2017). Academic stress among higher secondary school students: A review. International Journal of Advanced Research in Education & Technology (IJARET), 4(1), 38–41.
Goodwin, K. A., & Goodwin, C. J. (2016). Research in psychology: Methods and design (8th ed.). Wiley.
Hakim, A. K., Anitarini, F., & Pamungkas, A. Y. F. (2021). Pengaruh mindfulness spiritual Islam terhadap resiliensi pada remaja penyandang disabilitas fisik di SMALB Negeri Banyuwangi tahun 2020. Nursing Information Journal, 1(1), 1–8. https://doi.org/10.54832/nij.v1i1.16 1
Lathren, C. R., Rao, S. S., Park, J., & Bluth, K. (2021). Self-compassion and current close interpersonal relationships: A scoping literature review. Mindfulness, 12(5), 1078–1093. https://doi.org/10.1007/s12671- 020-01566-5
Lin, H. J., & Yusoff, M. S. B. (2013). Psychological distress, sources of stress and coping strategy in high school students. Psychological Medicine, 20(6), 1–3.
Marsh, I. C., Chan, S. W. Y., & MacBeth, A. (2018). Self-compassion and psychological distress in adolescents—a meta-analysis. Mindfulness, 9(4), 1011–1027. https://doi.org/10.1007/s12671- 017-0850-7
McMahon, G., Creaven, A., & Gallagher, S. (2020). Stressful life events and adolescent well‐being: The role of parent and peer relationships. Stress and Health, 36(3), 299–310. https://doi.org/10.1002/smi.2923
Mohr, M., Honnudóttir, V., Mohr, M., & Helgadóttir Davidsen, A. (2023). The paradox of endless options and unrealistic expectations: Understanding the impact on youth mental health. International Journal of Adolescence and Youth, 28(1). https://doi.org/10.1080/02673843.2 023.2242475
Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/152988603 09032
Neff, K. D. (2011). Self‐compassion, self‐ esteem, and well‐being. Social and Personality Psychology Compass, 5(1), 1–12. https://doi.org/10.1111/j.1751- 9004.2010.00330.x
Neff, K. D., & McGehee, P. (2010). Self- compassion and psychological resilience among adolescents and young adults. Self and Identity, 9(3), 225–240. https://doi.org/10.1080/152988609 02979307
Papalia, D. E. (2020). Experience human development (14th ed.). McGraw Hill.
Parombean, A. C., Abidin, F. A., Qodariah, L., & Novita, S. (2023). Adaptation of the mental health inventory (MHI-38) for adolescents - Indonesian version. Psychology Research and Behavior Management, 16, 2655–2665. https://doi.org/10.2147/PRBM.S412 460
Phillips, A. C. (2013). Perceived stress. In Encyclopedia of Behavioral Medicine (pp. 1453–1454). Springer New York. https://doi.org/10.1007/978-1- 4419-1005-9_479
Ponkosonsirilert, T., Laemsak, O., Pisitsungkagarn, K., Jarukasemthawee, S., Audboon, S., & Leangsuksant, T. (2022). Stress, self- compassion, and school burnout in Thai high school students. International Journal of Adolescent Medicine and Health, 34(5), 343–349. https://doi.org/10.1515/ijamh-2020- 0109
Poots, A., & Cassidy, T. (2020). Academic expectation, self-compassion, psychological capital, social support and student wellbeing. International Journal of Educational Research, 99, 101506. https://doi.org/10.1016/j.ijer.2019.1 01506
Rahmandani, A., La kahija, Y. F., & Salma, S. (2021). Will self-compassion relieve distress?: A correlational study among Indonesian undergraduate students. Yonago Acta Medica, 64(2), 192–199. https://doi.org/10.33160/yam.2021. 05.013
Rudland, J. R., Golding, C., & Wilkinson, T. J. (2020). The stress paradox: How stress can be good for learning. Medical Education, 54(1), 40–45. https://doi.org/10.1111/medu.1383 0
Sabellano, K. G. M., Amac, J. M., Balbarino, J. C., Cano, J. B., Comonal, K. N., Cordero, E. J. B., Desoasido, J. M. M., Manigos, K. N. G., Molos, Z. M. E., Rodriguez, G. S., Torrejas, S. E., Clamares, K. J. M., & Pelandas, A. M. O. (2024). The relationship between perceived social support and adolescent stress among grade 12 students. International Journal of Research and Innovation in Social Science, 8(4), 3067–3074. https://doi.org/10.47772/IJRISS.202 4.804286
Sugianto, D., Suwartono, C., & Sutanto, S. H. (2020). Reliabilitas dan validitas Self- compassion scale versi Bahasa Indonesia. Jurnal Psikologi Ulayat, 7(2), 177–191. https://doi.org/10.24854/jpu107
Sugiyanto, Badaruddin, M., Herpratiwi, Untung, S., & Sabarudin. (2020). The influence of learning motivation on the learning outcomes of vocational students at Lampung University . International Journal of Advanced Science and Technology, 29(5), 133– 140.