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ISSN 2620-5890 (ONLINE) Medicomplementary Journal

THE RELATIONSHIP BETWEEN ANXIETY LEVEL AND

ACHIEVEMENT INDEX IN MEDICAL FACULTY STUDENTS OF
WAHID HASYIM UNIVERSITY

Alfian Hanif Nur Wicaksono

Faculty of Medicine, Wahid Hasyim University Jl.
Raya Gunung Pati KM. 15, Gunung Pati, Semarang
*Email: [email protected]

ABSTRACT

Students often experience pressure both during the period before facing the exam and
during the exam process. this case, the main causes are academic pressure and the exam
itself. It can certainly be a cause of anxiety in students and is referred to as academic
anxiety. Knowing the level of relationship between anxiety level and academic
performance index in students of the Faculty of Medicine, Wahid Hasyim University. The
method of this study is an associative relationship with a cross sectional design. The
proportion of anxiety levels of students of the Faculty of Medicine, Wahid Hasyim
University Class of 2020, namely mild anxiety as many as 26 samples or 23.9%, moderate
as many as 48 samples or 44.0% and severe as many as 35 samples or 32.1%. The GPA
was satisfactory as many as 12 samples or 11.0%, very satisfying as many as 88 samples or
80.7% and cumlaude as many as 9 samples or 8.3%. There is a relationship between
anxiety level and academic performance index in students of the Faculty of Medicine,
Wahid Hasyim University.

Keywords: Anxiety, Achievement Index, College Students

INTRODUCTION understanding the factors that influence,

Academic is benchmark to predict, mediate cause academic
determine the extent development that performance. Ways can be
has been passed by individuals. Good used to achievement of
academic achievement is needed them through tests and examinations.
medical students as a requirement Tests examinations all stages of
to a doctor with education, at the higher education have
quality quality.(1) been regarded as important and powerful
tools for retrieval.
in scope of education in our competitive . In reality, not
associated with academic . students are able to achieve high
achievement is a criterion used to assess academic achievement
the of students their process, it is that good
important to understand the importance academic performance. Based data
of academic achievement.important some universities
obtained that

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some students poor performance.(2) because he was unconsciously of the

punishment he would receive.
Anxiety is a psychological and Blood and rate have been to be
physiological state characterized by more reactive to anxiety in
physical, emotional, cognitive, and compared men. Men and have also
behavioral components. Anxiety means been found to differences coping with
trouble; either the presence or absence fear. of the that anxiety conditions
of a psychological disorder. Anxiety can between men women is gonadal
create feelings of fear, worry, anxiety. It hormones. So, it is that by and the
is considered a normal response to efficacy of antianxiety , it add to the
stress. It can help individuals to cope selection of antianxiety drugs in
with the demands of life but in excess Indonesia. to the
can be considered an anxiety disorder. selection antianxiety in the clinical
However, when anxiety exceeds optimal world.
levels, it results in decreased Dysregulation in the noradrenergic
performance.(3) is to occur anxiety. indicate
According to WHO (2017), anxiety autonomic
is the most prevalent common mental system sufferersl are hypersensitive
disorder. More than 200 million people to various stimuli. The administration
worldwide (3.6% of the world's as a can help patients to stay under
population) suffer from anxiety.(28) while psychotherapy. Medication
Riskesdas recorded the problem of should be by a doctor, usually a
emotional mental health disorders psychiatrist, who offer alone work as a
(depression and anxiety) as much as team a psychologist, social worker,
9.8%. This shows an increase when counselors provide
compared to the 2013 Riskesdas data of psychotherapy. The medications for
6%.The high increase in emotional are antidepressants, anti-anxiety
mental health problems based on age medications, and beta-blockers
groups, the highest percentage at the age control some
of 65-75 years and above as much as physical symptoms.(30)
28.6%, followed by the age group 55-64 Students often experience pressure
years as much as 11%, then the age both during the period before facing the
group 45-54 years and 15-24 years.(4) and during exam process. In case,
Based on 2018 Central Java causes are academic pressure and itself.
RISKESDAS data, the prevalence of This can cause anxiety in and is to as
anxiety disorders in adolescents in academic anxiety.(5) anxiety is higher in
Central Java was 7.71%, more than first and year than in subsequent years.
4.7% from 2018, the results show an first year of study is a period adjustment
increase of about 3.01%. Anxiety a school to a new educational
disorders were highest in Jepara at environment, namely education.
12.7%, lowest at 4% in Grobogan. In
Semarang, the district itself had an
anxiety rate of 5.6%.(29) The causes of
anxiety are related to to
psychoanalytic
perspective, i.e unconscious conflict
between the ego and impulses usually
sexual aggressive, to themselves, ego
does not allow them to do so.

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especially medical education which is This comes with at three other

tough, challenging and more symptoms, such as feeling depressed,
competitive. (6)
feeling tired difficulty concentrating,
Thus, all can achieve good irritability, muscle tension, and
academic performance. Based on from sleep. Fourth, feelings of
universities, data data some anxiety, restlessness, other
have poor performance. studies have symptoms lead to functioning
shown that students have poor academic and in daily life. Fifth, it
performance.(34) is medically . Sixth, this disorder
Some psychological literature cannot explained by other mental
argues that cognitive processing is not conditions.(7)
sufficient to academic achievement.(35) One instrument to measure anxiety
There are several other factors related l levels is the State Trait Anxiety
to academic achievement, of which is Inventory ( ). STAIl was created
student level. Based some D. Spielberger
previous has proven anxiety has Richard L. Gorsuch C. Lushene (1983).
relationship academic achievement. In this test, a 'self report' is presented
Based on research conducted by aims to measure two anxiety This
Marthoenis, et al. (2018) data anxiety to obtain a self-report a Likert-type
something anxiety. often format that relatively and sufficient.
occurs students a level of between
15% and 64.3% of in the university.
university.(36) Anxiety to measure both State Anxiety
has an important role in student as well as Trait Anxiety.(43)
student learning and
academic performance and has both RESEARCH METHODS
facilitating and effectsl on achievement. This type of research is a relationship
academics.(34) Internal factors as well as associative design sectional
external factors affect academic where collection is only once analyze
achievement, namely the factor of the relationship between anxiety levels
interest in learning and academic performance index in
(Internal Factors), campus medical Faculty
(External Factors), environment of Medicine, Wahid Hasyim University.
factors (External Factors), learning This was at the of Medicine, Wahid
method factors (Internal Factors). Hasyim University May-
(External Factors), learning June 2023 with a total sample size of
method factors (Internal Factors). 109.
People with anxiety disorders
experience restlessness, of fear 'onl-
edge' feelings, difficulty concentrating,
sleeping, tension, irritability. There are
six criteria for someone to be said to
have an anxiety disorder. First,
restlessness for several days the last six
months. Second, difficulty in controlling
of anxiety restlessness. Third, feelings
of and

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RESULTS Based on table 5.3, it is known that the

a. Characteristics Based on Gender frequency distribution of variables with
Table 5.1 Sample a satisfactory GPA is 12 (11.0%), very
Characteristics Based on satisfactory as many as 88 (80.7%) and
Gender cumlaude as many as 9 (8.3%).
Gender n %
Male 41 37,6 d. Characteristic Sample
s
Female 68 62,4 Based on Address Place
Total 109 100 Stay

Based on table 5.1, it is known that the Table 5.4 Sapel

characteristics of samples with male Characteristics Based on
gender are 41 (37.6%) and female Residential Address
gender are 68 (62.4%). Address n %
Kos 103 94,5
Own Home 6 5,5
b. Characteristics Sample Total 109 100
by Age
Based on table 5.3, it is known that the
Table 5.2 Sample characteristics of the sample based on
Characteristics Based on the residential address of the boarding
Age house are 103 (94.5%) and the
Age (Years) n % residential address of the house itself is
18 17 15,6 6 (5.5%).
19 42 38,5
20 30 27,5
21 16 14,7
22 2 1,8
e. Frequency Distribution of
24 2 1,8 Anxiety Variables
Total 109 100
Table 5.5 Variable
Based on table 5.2, it is known that the Frequency Distribution
characteristics of samples with 18 years Anxiety
of age are 17 (15.6%), 19 years of age Anxiety n %
Lightweight 26 23,9
42 (38.5%), 20 years old
Medium 48 44,0
30 (27.5%), 21 years old
Weight 35 32,1
as many as 16 (14.7%), ages 22 and 24 Total 109 100
years were 2 (1.8%) each.
Based on table 5.4, it is known that the
frequency distribution with mild anxiety
c. Frequency Distribution of GPA is 26 (23.9%), moderate anxiety is 26
Variables (23.9%).
48 (44.0%) and heavy as much as
35 (32,1%).
Table 5.3
Frequency Distribution of GPA f. Relationship between Anxiety
GPA Variables n %
Level and GPA
Satisfactory 12 11,0
Very Satisfactory 88 80,7
Cumlaude 9 8,3
Total 109 100

Table 5.6

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Relationship between Anxiety Level and GPA

GP
Anxiety A Total P Value r
Satisfactory Very Cumlaude
Satisfactory
n % n % n % n %

Lightw 0 0,0 18 16,5 8 7,3 26 23,9

eight 0,000 -
Mediu 1 0,9 16 42,2 1 0,9 18 44,0 0,528
m
Weight 11 10,1 24 22,0 0 0,0 35 32,1
Total 12 11,0 88 80,7 9 8,3 109 100

32.1%. In this study, it was found that

Based on the results of statistical the female gender experienced the most
analysis using the Spearman rank test, it severe anxiety at 26 (23.9%) compared
is known that number significancy to the male gender.
shows the p-value or Sig. (2- tailed) = with men at 9 (8.3%), these results are in
0.000 < α = 0.05, so there is a accordance with a study entitled
relationship between anxiety level and "Anxiety Level of Medical Students
performance index in students Taking Examinations".(53) It was found
of the Faculty of Medicine, Wahid that students who lived in boarding
Hasyim University. houses experienced the most severe
The test results obtained an r value anxiety of
or correlation coefficient of -0.528. With 33 (30%) compared to students who live
this value, it means that the level of in their own homes by 2 (1.8%), these
strength of the relationship / correlation results are in accordance with the study
between the anxiety level variable and entitled "Differences in academic
the student achievement index is -0.528 achievement based on anxiety levels in
or strong. The coefficient number has a students of the Faculty of Medicine,
negative value of -0.528, so that the Tarumanagara University".(8)
relationship between the two variables is
in the opposite direction (different types It was also found that students aged
of relationships), thus it can be 18-19 had the most severe anxiety at 24
interpreted that the lower the student (22%), in these results in accordance
achievement index, the higher the level with the study "The Relationship
of anxiety experienced, and vice versa, Between Anxiety Levels With First
the higher the student achievement Semester Achievement Index of First
index, the lower the level of anxiety Year Students of the Faculty of
experienced. Medicine Uin Syarif Hidayatullah
Jakarta".(52) Then, in this study, female
DISCUSSION gender has the most Cumlaude GPA
with a total of 5 (4.6%) compared to
In this study, there were a total of male gender who get Cumlaude GPA as
109 samples with anxiety levels divided much as 4 (3.7%), these results are in
into several categories, namely mild accordance with the study "Anxiety
anxiety as many as 26 samples or Level of Medical Students of Udayana
23.9%, moderate as many as 48 samples University and its implications".
or 44.0% and severe as many as 35
samples or 35 samples.

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on exam results".(50) In this study, His ability to recall so that he will make
students who lived in a boarding house mistakes in doing the exam which will
had the most Cumlaude GPA with a have an impact on the student's academic
total of 9 (8.3%) compared to students performance index.(48)
who lived at home as many as 0, these
results are in accordance with the study Based on the results of the study, it
entitled "The Relationship between is known that the category of student
Anxiety Level and Academic GPA in this study is satisfactory as many
Achievement During Covid-19 in as 12 (11.0%), very satisfying.
Students of the Medical Education Study as many as 88 ( 80.7%) and cumlaude
Program, Faculty of Medicine, Lombok as many as 9 (8.3%). Based on this data,
University".(18) In this study, students of the 12 samples with satisfactory GPA,
aged 20-21 had the most Cumlaude 11 of them were students with severe
GPA with a total of 5 (4.6%), these anxiety. While from 9 samples with
results are in accordance with the study cumlaude GPA, 8 of them were students
entitled "The relationship between with mild anxiety.
academic anxiety and sleep paralysis in
first-year Udayana University Faculty of The results also show that mild
Medicine students. Udayana Journal of anxiety symptoms can have a positive
Psychology".(6) influence on exam results. Whereas
students with severe anxiety will have a
Anxiety is a psychological and very narrow perception compared to
physiological state characterized by other students where the center of
cognitive, somatic, emotional, and thought tends to focus on a specific
behavioral abnormalities. These thing, cannot think of other things, and
components combine with each other to their memory decreases so that severe
create unpleasant feelings related to anxiety cannot have a positive effect on
anxiety, fear, or worry.(48) There are these students but rather has a negative
several factors that cause anxiety, one of effect that risks bad e x a m results.(49)
which is the environment is the main
factor that can affect individual anxiety, Based on the results of the study, it
if the environmental factors are not is known that there is a relationship
good, it will hinder the formation of an between anxiety level and academic
individual's personality so that it can achievement index in students of the
cause symptoms of anxiety.(52) Faculty of Medicine, Wahid Hasyim
University (p=0.000). These results are
Anxiety disorders can lead to in line with research on anxiety levels
confusion and distortion of a perception and implications for exam results which
that will interfere with in explain that there is a relationship
the learning process between anxiety levels and student
b y decreasing concentration, reducing academic achievement.(50) Other studies
the ability to recall, and difficulty in explain that high levels of anxiety in
connecting things. A student who medical students will have an impact on
experiences anxiety disorders will the peripheral manifestation system such
reduce the learning process and the as diarrhea, dizziness, heavy head,
learning process.

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anxiety, syncope, tachycardia, tingling performance index in students.

in the extremities, tremors, abdominal
distress, increased frequency of
u r i n a t i o n and difficulty holding
back urination. In addition, the presence
of and irrational thoughts about
the exam, and the fear of not being able
to control the situation during the exam
will affect the low e x a m results.(51)

Anxiety is not the only factor that

can affect student academic
achievement. Other factors that can
affect academic performance index in
students such as strong achievement
motivation in the student to get good
achievement, interest, talent, study
habits, adaptation, intellectual
intelligence, emotional intelligence, and
good time management skills. When
students manage their time management
skills, they can develop themselves to be
able to improve time efficiency,
productivity, and have an impact on the
success of their academic
performance.(52)

This is also in line with three

studies that previous research,
where the study can be
concluded that there is a relationship
between anxiety levels and academic
performance index in students. T h e
first research conducted by Hasibuan,
Siti & Riandy, T (2019) with a cross-
sectional method that examines the
effect of the level of anxiety
symptomson academic
achievement indexin students .(10)
The results of the
study say that there is an effect oflevel
of anxiety
symptomson academic achievement
index in students.
The second research by Katherine
H. Bisson (2017) concluded that it was
found that there was an effect of the
level of anxiety symptoms on the
academic performance index in
students.(31) The third study by Safiye
Sahin & Rujnan Tuna (2021) also
concluded that there is an effect of the
level of anxiety symptoms on academic

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students who showed higher UNIVERSI

anxiety symptoms had lower TY ACHIEVEMENTS NUSA
levels of development.(32) CENDANA. 2021; (April):24-9.
2. Kusumastuti D. Anxiety and
Achievement Academic
CONCLUSION
Achievement in College
Based on the analysis of the Students. Analitika.
results that have been carried out 2020;12(1):22-33.
by researchers on 109 students of
Wahid Hasyim University, it can
be concluded:
a. The proportion of anxiety
levels of Wahid Hasyim
University Faculty of
Medicine students, namely
mild anxiety as many as 26
samples or 23.9%, moderate
as many as 48 samples or
44.0% and severe as many as
35 samples or 32.1%.
b. The proportion of the
academic achievement index
of students at the Faculty of
Medicine, Wahid Hasyim
University, namely
satisfactory GPA as many as
12 samples or 11.0%, very
satisfying as many as 88
samples or 80.7% and
cumlaude as many as 9
samples or 8.3%.
c. There is a relationship
between the level of anxiety
and the academic
performance index in
students of the Faculty of
Medicine, Wahid Hasyim
University (p = 0.000) has a
negative value of closeness.
This means that the lower
the student's achievement
index, the higher the level of
anxiety experienced and vice
versa.

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