PUNCA DAN IMPLIKASI TEKANAN AKADEMIK DALAM KALANGAN PELAJAR DIPLOMA KEJURUTERAAN MEKANIKAL (AUTOMOTIF)

CAUSES AND IMPLICATIONS OF ACADEMIC STRESS AMONG DIPLOMA IN MECHANICAL ENGINEERING (AUTOMOTIVE) STUDENTS

Abstract

Tekanan akademik merupakan isu penting dalam kalangan pelajar pendidikan teknikal, khususnya dalam bidang khusus seperti automatif.  Kajian ini bertujuan untuk mengenal pasti punca dan implikasi tekanan akademik dalam kalangan pelajar Diploma Kejuruteraan Mekanikal (Automotif) di Politeknik Kota Bharu dengan memberi tumpuan kepada dua (2) faktor utama iaitu kecenderungan minat pelajar terhadap kursus teori atau amali dan amalan pengurusan masa mereka.  Data kuantitatif diperoleh melalui pengedaran borang soal selidik berskala Likert, manakala data kualitatif diperoleh melalui soal selidik terbuka.  Sampel kajian adalah pelajar Diploma Kejuruteraan Mekanikal (Automotif) PKB, seramai 140 orang pelajar Semester 2 hingga Semester 5 Sesi 1 2024/ 2025.  Dapatan kajian menunjukkan bahawa walaupun pelajar mempunyai kecenderungan berbeza terhadap pembelajaran teori atau amali, faktor ini tidak menyumbang secara kritikal kepada tekanan akademik.  Begitu juga, pengurusan masa yang berkesan didapati dapat mengurangkan tekanan secara signifikan.  Namun begitu, faktor lain seperti beban kerja harian, tekanan peperiksaan dan persaingan akademik masih berpotensi menyumbang kepada tekanan.  Implikasi tekanan akademik termasuk kesan terhadap kesihatan mental dan fizikal, prestasi akademik, serta motivasi pelajar, menunjukkan keperluan kepada sistem sokongan holistik.  Kajian ini memberikan panduan berguna untuk mewujudkan persekitaran pembelajaran yang seimbang dan menyokong kesejahteraan pelajar.

Academic stress is a significant issue among technical education students, particularly in specialized fields such as automotive engineering. This study aims to identify the causes and implications of academic stress among Diploma in Mechanical Engineering (Automotive) students at Politeknik Kota Bharu, focusing on two main factors: students’ interest in theoretical versus practical courses, and their time management practices. Quantitative data were collected through Likert-scale questionnaires, while qualitative data were obtained via open-ended survey responses. The sample consisted of 140 students from Semester 2 to Semester 5 during Session 1 2024/2025. Findings indicate that although students have varying preferences for theoretical or practical learning, this factor does not critically contribute to academic stress. Effective time management, however, was found to significantly reduce stress levels. Other factors such as daily workload, exam pressure, and academic competition still pose potential stress risks. The implications of academic stress include effects on mental and physical health, academic performance, and student motivation, highlighting the need for a holistic support system. This study offers valuable insights for educators and institutional management in creating a balanced learning environment that supports student well-being.