Electronic Theses and Dissertation

Persepsi kesulitan memahami merupakan penilaian subjektif siswa terhadap tingkat tantangan suatu materi pembelajaran, yang dipengaruhi oleh kondisi psikologis maupun sosial siswa dalam proses belajar. Dalam konteks pembelajaran geografi, kecemasan akademik yang tinggi diduga meningkatkan persepsi kesulitan siswa, sementara dukungan teman sebaya yang baik diduga dapat menurunkannya. Penelitian ini bertujuan untuk mengetahui korelasi antara kecemasan akademik dan dukungan teman sebaya dengan persepsi kesulitan memahami mata pelajaran geografi pada siswa kelas XI SMAN 2 Lhokseumawe. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional. Sampel penelitian terdiri atas 38 siswa kelas XI SMAN 2 Lhokseumawe yang ditentukan dengan teknik sampling jenuh. Instrumen penelitian berupa angket skala Likert untuk mengukur kecemasan akademik, dukungan teman sebaya, dan persepsi kesulitan memahami, yang telah diuji validitas dan reliabilitasnya. Hasil penelitian menunjukkan bahwa kecemasan akademik berkorelasi positif dengan persepsi kesulitan memahami (rx1y = 0,4598, kategori sedang), sedangkan dukungan teman sebaya berkorelasi negatif dengan persepsi kesulitan memahami (rx2y = −0,6041, kategori kuat). Secara simultan, diperoleh koefisien korelasi ganda R = 0,6227 dengan koefisien determinasi R² = 0,3877 (38,77%), serta Fhitung (11,0822) > Ftabel (3,27) pada taraf signifikansi 0,05, sehingga Ha diterima. Dengan demikian, terdapat korelasi yang signifikan antara kecemasan akademik dan dukungan teman sebaya secara bersama-sama dengan persepsi kesulitan memahami mata pelajaran geografi pada siswa kelas XI SMAN 2 Lhokseumawe.

Perceived difficulty in understanding is a student's subjective judgment of how challenging a learning material is, which is influenced by both psychological and social conditions during the learning process. In the context of geography learning, high academic anxiety is presumed to increase students' perceived difficulty, whereas good peer support is presumed to decrease it. This study aims to determine the correlation between academic anxiety and peer support with the perceived difficulty in understanding geography subject among eleventh-grade students of SMAN 2 Lhokseumawe. This study used a quantitative approach with a correlational research design. The research sample consisted of 38 eleventh-grade students of SMAN 2 Lhokseumawe, determined using a saturated sampling technique. The research instrument was a Likert-scale questionnaire used to measure academic anxiety, peer support, and perceived difficulty in understanding, which had been tested for validity and reliability. The results showed that academic anxiety was positively correlated with perceived difficulty in understanding (rx1y = 0.4598, moderate category), while peer support was negatively correlated with perceived difficulty in understanding (rx2y = −0.6041, strong category). Simultaneously, a multiple correlation coefficient of R = 0.6227 was obtained with a coefficient of determination R² = 0.3877 (38.77%), and Fcount (11.0822) > Ftable (3.27) at a significance level of 0.05, so Ha was accepted. Thus, there is a significant correlation between academic anxiety and peer support together with the perceived difficulty in understanding geography subject among eleventh-grade students of SMAN 2 Lhokseumawe.