THE IMPACT OF ONLINE LEARNING ON STUDENTS' ACADEMIC STRESS

Since the Covid-19 outbreak was declared a pandemic, and health protocols were put in place in many countries that reduced direct physical contact, many institutions have had to adjust to the situation. Higher education institutions are among those that had to adapt by moving teaching and learning activities to an online system (daring, "in the network"), without direct face-to-face contact. Online learning has become an increasingly popular alternative amid the spread of the pandemic. In Indonesia the online learning system was established by the issuance of Circular Letter Number 4 of 2020 on the Implementation of Education Policy during the Emergency Period of the Spread of Covid-19 on 24 March 2020. In the transition from the conventional learning system to online learning, students are required to adapt to the change as soon as possible.

Online learning is a learning method that uses the internet network to interact in teaching and learning activities. Online learning can be carried out using several facilities, such as computers, laptops and smartphones connected to the internet. Platforms that lecturers and students can use in learning include WhatsApp, Telegram, Zoom, Meet and Google Classroom.

In implementing online learning, many institutions apply the method of giving assignments online to students. These assignments are carried out through the various online media available. In an emergency situation caused by the coronavirus like today, assignments are seen as an effective form of distance learning. Research by Livana PH et al. (2020) shows that assignments are the main factor causing student stress during the Covid-19 pandemic. Difficulty in understanding and applying learning online, which emphasises assignments, can increase students' psychological disorders (anxiety and stress).

The results of a survey conducted by Funsu Andirana and Estri Kusumawati (February 2021) among 285 undergraduate students from several state and private universities spread across the island of Java found that, of the 285 respondents (80% women and 20% men), 9 women experienced mild stress (4%) and 219 experienced severe stress (96%). For men, 4 experienced mild stress (7%) and 53 experienced severe stress (93%). In addition, 189 respondents, or around 66% of the 285 respondents, stated that online learning was not effective. It is a genuine irony that learning, which should be a field for students to seek knowledge, has instead turned into a cause of stress that of course has a negative impact.

Online learning requires students to be more active in learning autodidactically while attending online classes. Many assignments are given to students and there are many shortcomings in online learning activities. Students' dissatisfaction during the online learning process makes it difficult for them to understand the learning material. Many students assume that face-to-face (offline) learning makes them understand the lessons better. Because of this assumption, students develop a fear for their academic progress. A monotonous situation, too many assignments, the pressure to be able to study independently, coursework deadlines, a sense of failure in reaching the expected targets, unclear delivery of material, the high concentration needed to follow the lecturer's explanation during lectures, which is often hampered by signal problems so that the lecturer's voice cannot be heard clearly, pressure from parents, and the swelling cost of internet data all make students stressed about their academic life. Students become worried about their academic grades, resulting in academic stress. At a moderate to severe stress range, it can become a factor that hinders learning. Increased stress will reduce academic ability, which affects students' grade point average (GPA).

One effort to overcome these problems is for educational institutions to provide learning methods that focus not only on assignments but also on a deep understanding of the learning material, delivered in an interactive and non-boring way. In this way, it is hoped that cases of student stress can decrease and learning can take place effectively while putting humanism first.