Abtsrak

Fidia Nur Zahra, NIM. 2210414220042, Skripsi Interpretasi Komunikasi Mahasiswa dalam Stres Akademik (Studi Fenomenologi pada Mahasiswa/i di Kota Banjarmasin), Dibimbing Oleh: Astinana Yuliarti Stres akademik merupakan fenomena yang umum dialami mahasiswa dan berpengaruh terhadap berbagai aspek kehidupan, termasuk komunikasi. Tekanan tugas, tuntutan pencapaian nilai, serta ekspektasi diri dan lingkungan dapat membentuk pengalaman subjektif mahasiswa dalam memaknai stres akademik. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi hermeneutik berdasarkan pemikiran Max van Manen. Subjek penelitian adalah mahasiswa aktif di Kota Banjarmasin semester empat hingga delapan yang pernah atau sedang mengalami stres akademik. Data diperoleh melalui wawancara mendalam, observasi moderat, dan dokumentasi, kemudian dianalisis menggunakan tahapan Stevick, Colaizzi, dan Keen. Hasil penelitian menunjukkan bahwa stres akademik dimaknai sebagai pengalaman tekanan yang memunculkan perubahan komunikasi verbal dan nonverbal. Perubahan tersebut meliputi penurunan volume suara, penyederhanaan bahasa, pembatasan interaksi, penarikan diri sosial, serta perubahan ekspresi wajah dan bahasa tubuh sebagai bentuk adaptasi terhadap tekanan akademik. Kata Kunci: stres akademik, komunikasi verbal, komunikasi nonverbal, fenomenologi

Abstract

Fidia Nur Zahra, NIM. 2210414220042, Undergraduate Thesis entitled “Interpretation of Communication in Academic Stress (A Phenomenological Study of University Students in Banjarmasin),” Supervised by Astinana Yuliarti Academic stress is a common phenomenon experienced by university students and influences various aspects of life, including communication. Academic workload, performance demands, and expectations from oneself and the surrounding environment shape students’ subjective interpretations of stress. This study employed a qualitative approach using hermeneutic phenomenology based on Max van Manen’s perspective. The participants were active university students in Banjarmasin from the fourth to eighth semesters who had experienced academic stress. Data were collected through in-depth interviews, moderate observation, and documentation, and analyzed using the stages of Stevick, Colaizzi, and Keen. The findings indicate that academic stress is interpreted as a pressure-filled experience that leads to changes in verbal and nonverbal communication. These changes include lowered voice volume, simplified language structure, reduced interaction, social withdrawal, and alterations in facial expressions and body language as adaptive responses to academic pressure. Keywords: academic stress, verbal communication, nonverbal communication, phenomenology