Analisis Self-Care Emosional Mahasiswa PGSD dalam Menghadapi Tugas Perkuliahan yang Menumpuk
Abstract
This study aims to analyze the emotional self-care practices of PGSD (Elementary
School Teacher Education) fifth-semester students at the Faculty of Teacher
Training and Education, in dealing with overwhelming academic assignments. Using
a descriptive qualitative method through an online survey of 10 students. The
findings reveal that most students experience high emotional pressure, including
stress, anxiety, and mental fatigue. The coping strategies applied are predominantly
emotion-focused, such as positive distraction, relaxation, and religious activities.
Social support from peers, family, and lecturers was found to be an important factor
in reducing emotional distress, although self-care practices were often hindered by
limited time and lack of consistency. Emotional conditions directly affected learning
motivation, with positive emotions enhancing focus and enthusiasm, while negative
emotions decreased concentration and encouraged procrastination. These findings
highlight that emotional self-care plays a crucial role in maintaining students’ mental
health and motivation, yet its implementation requires institutional support through
counseling services and better-structured academic workload management.
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