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: The Influence of Self-Efficacy, Self-Regulated Learning, and Procrastination towards Academic Stress of High School Students during the Covid-19 Pandemic
Abstrak: Pembelajaran online dampak dari pandemi Covid-19 berpotensi memicu munculnya stres akademik. Penelitian ini bertujuan untuk menganalisis hubungan antar variabel dan pengaruh karakteristik siswa dan keluarga, self-efficacy, self-regulated learning, dan prokrastinasi terhadap stres akademik siswa SMA di Kabupaten Banyuwangi. Penelitian ini menggunakan desain eksplanatori dan teknik purposive sampling dengan sampel sejumlah 142 siswa yang berusia 15-18 tahun. Diketahui terdapat hubungan positif signifikan antara self-efficacy dengan self-regulated learning dan antara prokrastinasi dengan stres akademik. Selain itu, terdapat hubungan negatif signifikan antara self-efficacy dengan prokrastinasi akademik, self-efficacy dengan stres akademik, self-regulated learning dengan prokrastinasi akademik, serta self-regulated learning dengan stres akademik. Hasil uji pengaruh menunjukkan bahwa self-efficacy berpengaruh negatif signifikan terhadap stres akademik yang berarti tingginya self-efficacy dapat menurunkan tingkat stres, serta prokrastinasi berpengaruh positif signifikan terhadap stres akademik., Online learning as a result of the Covid-19 pandemic has the potential to trigger academic stress. This research aims to analyze the relationship between variables and the effect of student and family characteristics, self-efficacy, self-regulated learning, and procrastination on high school students' academic stress in Banyuwangi Regency. This research used an explanatory design and purposive sampling technique to obtain a sample of 142 students aged 15-18 years. It is known that there is a significant positive relationship between self-efficacy and self-regulated learning and between procrastination and academic stress. In addition, there is a significant negative relationship between self-efficacy and academic procrastination, self-efficacy and academic stress, self-regulated learning and academic procrastination, also self-regulated learning and academic stress. The results of the influence test show that self-efficacy has a significant negative effect on academic stress, which means that high self-efficacy can reduce stress levels, and procrastination has a significant positive effect on academic stress.
Keyword: ovid-19, prokrastinasi, self-efficacy, self-regulated learning, stres akademik

Judul: Apatite Growth Optimation on Chicken Mucouse by Fourier Transform Infrared (FTIR) Characterization
Abstrak: Some experiment had been conducted to grow apatite from supersaturated solution of calcium phosphate ions on chicken mucouse. The calcium and phosphate ions were originated from Ca(NO3)2 and (NH4)2HPO4. Carbonate ions from (NH4)2CO3 was also used as starting solution. Experiment was carried out within about 5 hours at temperature 370 C and pH 7. Value of Ca+ : PO4 3- was 1.67, while molar ratio of CO3 2- : PO4 3- was 0.5 : 1. Molarity of molar ratio CO3 2- : PO4 3- variated approximately 0.15 : 0.30, 0.51 : 1.02, and 0.90 : 1.80. Mass of mucouse powder was constant 0.75 gram. The analysis result of Fourier Transform Infrared (FTIR) showed that the precipitation was apatite carbonate type A and B. In these experiment it was found out that the mucouse reduce the crystallinity of apatite precipitant, and the growth of apatite crystal was optimum at solution with molar ratio CO3 2- : PO4 3- about 0.15 : 0.30.
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