Judul: The Effect of Self-Efficacy, Self-Directed Learning Readiness, Academic Motivation, and Self-Regulated Learning towards Academic Stress Undergraduate Student
Abstrak: Pembelajaran daring yang pada masa Covid-19 mengakibatkan mahasiswa mengalami stres akademik. Penelitian ini bertujuan untuk menganalisis pengaruh karakteristik individu, karakteristik keluarga, efikasi diri, kesiapan belajar mandiri, motivasi akademik, dan pengaturan diri dalam belajar terhadap stres akademik pada mahasiswa. Penelitian ini menggunakan desain eksplanatori yang melibatkan 238 mahasiswa di salah satu perguruan tinggi di Bogor. Penelitian ini dilakukan secara daring dengan teknik purposive sampling. Hasil uji menunjukkan hubungan antara jenis kelamin dengan beberapa variabel. Laki-laki lebih rendah dari perempuan dalam efikasi diri, kesiapan belajar mandiri, dan pengaturan diri dalam belajar. Laki-laki juga lebih rendah dari perempuan dalam tingkat stres akademik. Selain itu, usia mahasiswa berhubungan negatif signifikan dengan motivasi akademik. Hasil uji regresi linier berganda menunjukkan bahwa jenis kelamin, efikasi diri, dan motivasi akademik berpengaruh negatif signifikan terhadap stres akademik sedangkan pengaturan diri dalam belajar berpengaruh positif signifikan terhadap stres akademik., Online learning during the Covid-19 period resulted in students experiencing academic stress. This study aims to analyze the effect of individual characteristics, family characteristics, self-efficacy, readiness for independent learning, academic motivation, and self-regulation in learning on academic stress in students. This study used an explanatory design involving 238 students at a university in Bogor. This research was conducted online using a purposive sampling technique. The test results show a relationship between gender and several variables. Men are lower than women in self-efficacy, self-directed learning readiness, and self-regulated learning. Boys are also lower than girls in terms of academic stress. In addition, student age has a significant negative relationship with academic motivation. The results of multiple linear regression tests show that gender, self-efficacy, and academic motivation have a significant negative effect on academic stress, while self-regulated learning has a significant positive effect on academic stress.
Keyword: academic motivation, academic stress, self-directed learning readiness, self-efficacy, self-regulated learning

Judul: Academic Stress on Undergraduate Students: The Role of Social Capital, Self-Directed Learning Readiness, and Active Procrastination
Abstrak: Pembelajaran daring yang terlaksana akibat pandemi Covid-19 mengakibatkan mahasiswa mengalami stres akademik. Penelitian ini memiliki tujuan untuk menganalisis pengaruh karakteristik individu, karakteristik keluarga, modal sosial, kesiapan belajar mandiri, dan prokrastinasi aktif terhadap stres akademik. Penelitian ini adalah penelitian eksplanatori yang melibatkan 238 mahasiswa di suatu perguruan tinggi di Bogor. Penelitian ini dilakukan secara daring menggunakan kuesioner online dengan teknik purposive sampling yang memiliki ketentuan mahasiswa tahun kedua dan ketiga program sarjana yang pernah atau sedang melaksanakan pembelajaran daring. Hasil uji hubungan memperlihatkan jenis kelamin memiliki hubungan positif signifikan dengan kesiapan belajar mandiri dan prokrastinasi aktif. Selain itu, jenis kelamin memiliki hubungan negatif signifikan dengan stres akademik. Prokrastinasi aktif juga memiliki hubungan negatif signifikan dengan jumlah saudara. Hasil uji regresi (R2=0,257) menunjukkan bahwa modal sosial, kesiapan belajar mandiri, dan prokrastinasi aktif berpengaruh negatif signifikan terhadap stres akademik., Online learning carried out due to the Covid-19 pandemic causes students to experience academic stress. This study aims to analyze the effect of individual characteristics, family characteristics, social capital, self-directed learning readiness, and active procrastination on academic stress. This research is explanatory research involving 238 students at a university in Bogor. This research was conducted online using an online questionnaire with a purposive sampling technique which has provisions for second-year and third-year undergraduate students who have or are currently carrying out online learning. The results showed that gender positively correlated with self-directed learning readiness and active procrastination. In addition, gender has a significant negative relationship with academic stress. Active procrastination also has a significant negative relationship with the number of siblings. The regression test results (R2=0,257) showed that social capital, self-directed learning readiness, and active procrastination significantly negatively affected academic stress.
Keyword: academic stress, active procrastination, online learning, self-directed learning readiness, social capital

Judul: Hydrothermal Synthesis of Biphasic Calcium Posphate
Abstrak: Biphasio calsium phosphate (BCP), which was a mixture of hydroxypatite (HA) and tricalcium phosphate (TCP), was synthesized by hydrothermal method followed by sintering process. Hydroxyapatite was produced by using natural calcium source CaO from hen's eggshell and (NH4)2HPO4 as phosphate souce, other hydroxyapatite sample was produce by using synthetic calcium source Ca(OH) and H3PO4 as phosphate source.
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