Stres akademik merupakan permasalah

Stres akademik merupakan permasalahan substantif yang dihadapi siswa di dunia pendidikan yang bersumber dari tuntutan sekolah dan dunia pendidikan (Nurdini, 2009). Penelitian Gusniarti (Desmita, 2010) terhadap peserta didik pada salah satu sekolah di Jakarta mengungkapkan adanya fenomena stres yang dialami peserta didik di sekolah. Sekitar 40,74 % peserta didik merasa terbebani dengan keharusan mempertahankan peringkat sekolah, 62,96 peserta didik merasa cemas menghadapi ujian smester, 82,72 peserta didik takut mendapatkan nilai yang jelek, 80,25 peserta didik merasa takut akan nilai ulangan jelek, dan 50,62 peserta didik merasa letih mengikuti perpanjangan waktu belajar di sekolah.

Results (English) 1:

Academic stress is a substantive problem facing students in the world of education that are sourced from the demands of the school and the world of education (Nurdini, 2009). Gusniarti research (Desmita, 2010) against the students at one school in Jakarta revealed the existence of the phenomenon of stress experienced by learners in school. About 40.74% learners feel burdened with the necessity of maintaining the school's ranking, 62.96 learners feel anxious exams smester, 82.72 learners fear gets an ugly, 80.25 learners feel fear the value of the repeat of the ugly, and 50.62 learners feel fatigued following extra time learning in school.

Results (English) 2:

Academic stress is a substantive problems faced by students in the education that comes from the demands of school and education (Nurdini, 2009). Research Gusniarti (Desmita, 2010) of the students in one school in Jakarta said the phenomenon of stress experienced by students in school. Approximately 40.74% of students feel burdened with having to maintain school rankings, 62.96 learners feel anxious exam smester, 82.72 learners afraid of getting poor grades, 80.25 learners feel afraid of bad test scores, and 50.62 learners feel tired following the extension of learning time in school.

Results (English) 3:

是的这是permasalahan substantif杨dihadapi siswa di Dunia和杨bersumber达日tuntutan Sekolah丹世界教育（nurdini，2009）。penelitian gusniarti（desmita，2010），didik脚车手在Salah一地mengungkapkan adanya雅加达fenomena阳脚车手didik迪Sekolah众人相同应力。从40,74 %脚车手就terbebani keharusan电压额定值，didik mempertahankan学校范围，62,96 didik脚车手就cemas menghadapi Ujian学期，82,72脚车手didik惧怕mendapatkan尼莱杨jelek，80,25脚车手就didik敬畏汝来ulangan jelek，丹50,62脚车手就可以perpanjangan didik跟随，其他的学校。