THE INFLUENCE OF RESIDENTIAL ENVIRONMENT AND PERSONALITY ON STRESS AND STUDENT LEARNING PERFORMANCE DURING PANDEMIC

• Main Author: Fairuza, Nabila
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/57405
• Institution: Institut Teknologi Bandung

The pandemic causes learning activities to be done solely at home. This phenomenon can cause stress and a decrease in student learning performance. Previous research has revealed that college students experience moderate to severe stress during pandemic. In addition, there is also a decrease in academic achievement accompanied by a decrease in learning motivation. The environment is not specifically designed for learning such as an educational environment, so it is expected that it will affect stress and learning performance, especially during the pandemic which causes the residential environment to become the dominant place for everyday activities. Individual personality is also an important factor to consider to get a more comprehensive answer about the relationship between the environment, stress and learning performance. This research generally aims to reveal the influence of the residential environment and individual personality on stress and student learning performance during the pandemic. Exploration and correlation of the residential environment, personality, and conditions of perception of stress and student learning productivity were carried out. This research uses qualitative and quantitative methods. Data was collected using an online questionnaire and distributed by non-random sampling (accidental sampling). Qualitative data were analyzed using content analysis and correspondence analysis methods. Quantitative data were analyzed by ANOVA and multivariate correlation analysis. Based on the results of the study, it was found that the type of student’s housing was quite diverse, with mostly type of landed house inhabited with family. Students tend to use their bedroom as a study room. It was found that most of the students had a fairly high personality openness factor, neutral conscientiousness, neutral extroversion, fairly high agreeableness, and high enough neuroticism. From correlation analysis, it was found that the area of study space and personality openness factor have a positive relationship with perceived productivity, while neuroticism personality factor is associated positively with perceptions of disturbance and stress, respond negatively with perceived productivity. If examined based on reasons for environmental disturbances, reasons for stress, and reasons for productivity stated by respondents, it is found that there are several links between them. However, in general, disturbances from residential environment have no direct effect on stress and student learning productivity. Stress and productivity are heavily influenced by internal factors (personality) and non-physical external factors such as social factors. Disturbances in the residential environment appear to affect only individuals who have a high neuroticism factor because these individuals are more susceptible to disturbances and threats. Thus, the architectural design that can be applied is a learning environment that is free from distractions and uses universal design concepts that can also accommodate individuals with cognitive limitations, such as individuals with high neuroticism factors. Architects and educational institutions must consider these individual factors to create good learning facilities. What can be applied to the study room to achieve the universal design concept is the provision of a special study space, consideration of space location relative to stressors, and improving the quality of the indoor space consisting of thermal comfort and air quality, audial comfort (room acoustics), visual comfort (lighting and views), and interiors (area, layout, modern design, and adequate facilities and furniture). Saturation is the reason that often appears on reasons of distraction, stress, and productivity. This indicates that adaptation is needed to respond to the saturation. Adaptation can not only be done internally to each individual, but also to the built environment used by the individual, which in this case is the residential environment.