Pengaruh Relaksasi terhadap Performa Siswa Saat Mengerjakan Tes
DOI:
https://doi.org/10.37481/jmh.v6i3.2149Keywords:
Relaxation, Stretching, Test Performance, Students, ExperimentAbstract
This study examined whether a brief stretching-based relaxation technique could improve students' performance during a mathematics test by reducing psychological tension experienced during examinations. A quantitative experimental approach was employed using a two-group post-test-only design. Thirty eleventh-grade high school students voluntarily participated and were assigned into matched experimental (n = 15) and control (n = 15) groups. The experimental group performed a three-minute stretching relaxation session during the test, whereas the control group completed the same test without any intervention. Students' performance was measured using scores from a 15-item multiple-choice mathematics test. Data were analyzed through descriptive statistics, Levene's test for homogeneity of variance, and an Independent Samples t-test. The findings revealed that students receiving the relaxation intervention achieved substantially higher test scores (M = 12.10, SD = 1.49) than those in the control group (M = 6.00, SD = 2.42). The difference was statistically significant, t(28) = 8.27, p < .001, indicating that brief stretching relaxation was associated with better academic performance during testing. These findings suggest that short relaxation activities may serve as a practical strategy for helping students maintain concentration and optimize academic performance in examination settings.
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