PENERAPAN TEKNIK REINFORCEMENT POSITIF DALAM MENGURANGI BURNOUT AKADEMIK PADA MAHASISWA

Abstrak

Burnout akademik merupakan salah satu permasalahan psikologis yang banyak dialami mahasiswa akibat tuntutan akademik yang berkepanjangan. Kondisi ini ditandai oleh kelelahan emosional, sikap sinis terhadap aktivitas akademik, dan menurunnya motivasi belajar. Penelitian ini bertujuan untuk mengetahui efektivitas teknik reinforcement positif dalam mengurangi burnout akademik pada mahasiswa. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-eksperimental One Group Pretest–Posttest Design. Partisipan penelitian berjumlah 11 mahasiswa semester 6 yang dipilih menggunakan teknik purposive sampling berdasarkan hasil screening Academic Burnout Scale (ABS). Intervensi dilakukan selama lima hari melalui pemberian reinforcement positif terhadap ketercapaian target perilaku akademik. Pengumpulan data dilakukan menggunakan Academic Burnout Scale (ABS), sedangkan analisis data menggunakan uji Wilcoxon Signed-Rank Test. Hasil penelitian menunjukkan bahwa rata-rata skor burnout akademik menurun dari 86,36 pada saat pretest menjadi 74,09 pada saat posttest. Hasil uji Wilcoxon menunjukkan nilai signifikansi sebesar 0,009 (p < 0,05) dengan ukuran efek yang besar (r = 0,79), yang mengindikasikan adanya perbedaan yang signifikan antara skor burnout akademik sebelum dan sesudah intervensi. Dengan demikian, teknik reinforcement positif terbukti efektif dalam mengurangi burnout akademik pada mahasiswa. Temuan ini menunjukkan bahwa reinforcement positif dapat menjadi salah satu alternatif intervensi berbasis perilaku untuk membantu mahasiswa mengatasi burnout akademik.

Academic burnout is one of the psychological problems frequently experienced by university students due to prolonged academic demands. This condition is characterized by emotional exhaustion, cynicism toward academic activities, and decreased learning motivation. This study aimed to examine the effectiveness of positive reinforcement techniques in reducing academic burnout among university students. The study employed a quantitative approach using a pre-experimental One Group Pretest–Posttest Design. Participants consisted of 11 sixth-semester students selected through purposive sampling based on the results of the Academic Burnout Scale (ABS) screening. The intervention was conducted over five consecutive days by providing positive reinforcement for achieving academic behavior targets. Data were collected using the Academic Burnout Scale (ABS) and analyzed using the Wilcoxon Signed-Rank Test. The results indicated that the mean academic burnout score decreased from 86.36 at pretest to 74.09 at posttest. The Wilcoxon Signed-Rank Test yielded a significant result (Z = -2.625, p = 0.009), with a large effect size (r = 0.79). These findings indicate a significant reduction in academic burnout following the positive reinforcement intervention. Therefore, positive reinforcement was found to be effective in reducing academic burnout among university students. These findings suggest that positive reinforcement can serve as a behavioral intervention alternative to help students cope with academic burnout.