Anxiety or anxiety is a form of individual emotions related to feeling threatened by the existence of something, usually with the object of threats that are not so clear. Anxiety with reasonable intensity can be considered to have a positive value as motivation, but if the intensity is very strong and will actually be negative instead of causing damage and can impair physical and psychological circumstances of the individual.
Is Sigmund Freud, the pioneer of psychoanalysis that many review about this anxiety. Within the framework of his theory, anxiety is seen as a major component and plays an important role in the dynamics of personality.
Freud (Calvin S. Hall, 1993) divides anxiety into three types:
1. Realistic anxiety is fear of the threat or the real dangers that exist in the outside world or environment.
2. Neurotic anxiety is fear lest instincts (encouragement Id) will be out of control and cause him to do something that could make him punished. Neurotic anxiety is not fear of the instincts themselves, but fear of punishment that will befall him if the instinct is released. Neurotic anxiety developed based on experience gained in childhood, is associated with punishment and threats from parents and others who have the authority, if he did act impulsively.
3. Anxiety is a fear of moral conscience (super ego). People who have a super ego that both tend to feel guilty or embarrassed if they do or think something that is contrary to morals. Similarly, neurotic anxiety, moral anxiety also developed based on experience gained in childhood, is associated with punishment and threats from parents and others who have the authority if he does something which violates norms
Furthermore, also noted that the anxiety that can not be overcome by effective measures called traumatic, that would make a person feel helpless, and completely childish. If the ego can not cope with anxiety by rational means, then he will be back in ways that are not realistic that the technical term is self-defense mechanism (self-defense mechanism), such as: repression, projection, reaction formation, fixation and regression. All forms of self-defense mechanism has general characteristics: (1) they deny, falsify or distort reality and (2) they work or do so unconsciously do not know what was happening.
Anxiety can be experienced by anyone and anywhere, as well as by the students at the school. Anxiety experienced by students at the school may take the form of realistic anxiety, neurotic or moral anxiety. Because anxiety is a psychological process that are not visible to the surface then to determine whether someone Siwa experiencing anxiety or not, required a thorough review, by seeking to recognize the symptoms or the symptoms, along with the factors that melatarbelangi and influence it. Nevertheless, it should be noted that the symptoms of anxiety that can be observed on the surface only a small fraction of the actual problem, like an iceberg in the ocean, which, when dived more likely to be found in issues far more complex.
At school, many of the factors triggering the emergence of anxiety on students' self. Targeted curriculum that is too high, the climate is not conducive to learning, providing a very solid job, and strict scoring system and inequitable to a factor of anxiety that comes from the curriculum factor. Similarly, teachers' attitudes and treatment that are less friendly, grumpy, grumpy and less competent a source of causes of anxiety in self-funded students from the teacher factor. Application of strict school discipline and punishment put forward, the less comfortable school climate, and facilities and pre-learning tool which is very limited also the factors triggering the formation of anxiety in siswa.yang sourced from the school management factors.
According to Sieber e.al. (1977) anxiety is considered as one of the factors inhibiting the learning that can interfere with the performance of one's cognitive functions, such as in concentrating, remembering, concept formation and problem-solving. At the level of chronic and acute symptoms of anxiety disorders can take the form of physical (somatic), such as: disorders of the digestive tract, frequent urination, headaches, heart problems, tightness in chest, shivering and even fainting.
Given the negative impact on learning achievement and physical or mental health of students, it is necessary specific measures to prevent and reduce the anxiety of students in schools, which can be done through:
1. Creating a joyful learning. Learning can be fun if it departed from the potential, interests and needs of students. Therefore, the learning strategy used should focus on students, allowing students to mengkspresikan themselves and to take an active role in the learning process.
2. During the ongoing learning activities teachers should be able to develop a "sense of humor" himself and his students. Nevertheless, a joke or a "joke" that was brought up should still be based on ethics and not discredit the students.
3. Distraction activities through a variety of attractions "game" or "ice-break" certain, mainly carried out during the class atmosphere is not conducive .. In this case, the skills of teachers in developing group dynamics seem indispensable.
4. From time to time invite students to undertake learning activities outside the classroom, so that the learning process is not forever be confined to students in the classroom.
5. Provide materials and academic tasks with a moderate level of difficulty. In a sense, not so easy because it will cause students to become quickly bored and less challenged, but also not too difficult which can lead to student frustration.
6. Using a humanistic approach in managing the classroom, where students can develop an intimate relationship patterns, friendly, tolerant, full of love and appreciation, both with teachers and with fellow students. As far as possible teachers avoid using negative reinforcement (punishment) in case of disciplinary action on students.
7. Develop a fun scoring system, by providing opportunities for students to conduct self-assessment (self assessment) for the duties and work that has been done. At the time of the test, create a situation that is not gripping, but still maintain order and objectivity. Give positive feedback during and after carrying out an assessment or testing.
8. In front of students, teachers will be perceived as a figure of authority who can impose penalties. Therefore, teachers should strive to instill in students a positive impression, with the present as a figure of fun, friendly, intelligent, empathetic and can follow, rather than a source of fear.
9. Development of school management which allows the availability of facilities and basic facilities needed for the benefit of student learning, such as the availability of stationery, seating, classrooms, and so forth. In addition, create the school as a comfortable environment and free from interference, apply a humane school discipline and avoid forms of physical or psychological violence at school, whether conducted by teachers, friends and the people who are out of school.
10. Optimizing the guidance and counseling services in schools. Guidance and counseling services can be used as core strengths in schools to prevent and overcome the anxiety students In this case, the availability of professional counselors in schools seems to be absolute.
Through the efforts - efforts on the students are expected to avoid the various forms of anxiety and they can grow and develop into healthy individuals physically and psychologically, which in turn can demonstrate superior academic achievement.
Is Sigmund Freud, the pioneer of psychoanalysis that many review about this anxiety. Within the framework of his theory, anxiety is seen as a major component and plays an important role in the dynamics of personality.
Freud (Calvin S. Hall, 1993) divides anxiety into three types:
1. Realistic anxiety is fear of the threat or the real dangers that exist in the outside world or environment.
2. Neurotic anxiety is fear lest instincts (encouragement Id) will be out of control and cause him to do something that could make him punished. Neurotic anxiety is not fear of the instincts themselves, but fear of punishment that will befall him if the instinct is released. Neurotic anxiety developed based on experience gained in childhood, is associated with punishment and threats from parents and others who have the authority, if he did act impulsively.
3. Anxiety is a fear of moral conscience (super ego). People who have a super ego that both tend to feel guilty or embarrassed if they do or think something that is contrary to morals. Similarly, neurotic anxiety, moral anxiety also developed based on experience gained in childhood, is associated with punishment and threats from parents and others who have the authority if he does something which violates norms
Furthermore, also noted that the anxiety that can not be overcome by effective measures called traumatic, that would make a person feel helpless, and completely childish. If the ego can not cope with anxiety by rational means, then he will be back in ways that are not realistic that the technical term is self-defense mechanism (self-defense mechanism), such as: repression, projection, reaction formation, fixation and regression. All forms of self-defense mechanism has general characteristics: (1) they deny, falsify or distort reality and (2) they work or do so unconsciously do not know what was happening.
Anxiety can be experienced by anyone and anywhere, as well as by the students at the school. Anxiety experienced by students at the school may take the form of realistic anxiety, neurotic or moral anxiety. Because anxiety is a psychological process that are not visible to the surface then to determine whether someone Siwa experiencing anxiety or not, required a thorough review, by seeking to recognize the symptoms or the symptoms, along with the factors that melatarbelangi and influence it. Nevertheless, it should be noted that the symptoms of anxiety that can be observed on the surface only a small fraction of the actual problem, like an iceberg in the ocean, which, when dived more likely to be found in issues far more complex.
At school, many of the factors triggering the emergence of anxiety on students' self. Targeted curriculum that is too high, the climate is not conducive to learning, providing a very solid job, and strict scoring system and inequitable to a factor of anxiety that comes from the curriculum factor. Similarly, teachers' attitudes and treatment that are less friendly, grumpy, grumpy and less competent a source of causes of anxiety in self-funded students from the teacher factor. Application of strict school discipline and punishment put forward, the less comfortable school climate, and facilities and pre-learning tool which is very limited also the factors triggering the formation of anxiety in siswa.yang sourced from the school management factors.
According to Sieber e.al. (1977) anxiety is considered as one of the factors inhibiting the learning that can interfere with the performance of one's cognitive functions, such as in concentrating, remembering, concept formation and problem-solving. At the level of chronic and acute symptoms of anxiety disorders can take the form of physical (somatic), such as: disorders of the digestive tract, frequent urination, headaches, heart problems, tightness in chest, shivering and even fainting.
Given the negative impact on learning achievement and physical or mental health of students, it is necessary specific measures to prevent and reduce the anxiety of students in schools, which can be done through:
1. Creating a joyful learning. Learning can be fun if it departed from the potential, interests and needs of students. Therefore, the learning strategy used should focus on students, allowing students to mengkspresikan themselves and to take an active role in the learning process.
2. During the ongoing learning activities teachers should be able to develop a "sense of humor" himself and his students. Nevertheless, a joke or a "joke" that was brought up should still be based on ethics and not discredit the students.
3. Distraction activities through a variety of attractions "game" or "ice-break" certain, mainly carried out during the class atmosphere is not conducive .. In this case, the skills of teachers in developing group dynamics seem indispensable.
4. From time to time invite students to undertake learning activities outside the classroom, so that the learning process is not forever be confined to students in the classroom.
5. Provide materials and academic tasks with a moderate level of difficulty. In a sense, not so easy because it will cause students to become quickly bored and less challenged, but also not too difficult which can lead to student frustration.
6. Using a humanistic approach in managing the classroom, where students can develop an intimate relationship patterns, friendly, tolerant, full of love and appreciation, both with teachers and with fellow students. As far as possible teachers avoid using negative reinforcement (punishment) in case of disciplinary action on students.
7. Develop a fun scoring system, by providing opportunities for students to conduct self-assessment (self assessment) for the duties and work that has been done. At the time of the test, create a situation that is not gripping, but still maintain order and objectivity. Give positive feedback during and after carrying out an assessment or testing.
8. In front of students, teachers will be perceived as a figure of authority who can impose penalties. Therefore, teachers should strive to instill in students a positive impression, with the present as a figure of fun, friendly, intelligent, empathetic and can follow, rather than a source of fear.
9. Development of school management which allows the availability of facilities and basic facilities needed for the benefit of student learning, such as the availability of stationery, seating, classrooms, and so forth. In addition, create the school as a comfortable environment and free from interference, apply a humane school discipline and avoid forms of physical or psychological violence at school, whether conducted by teachers, friends and the people who are out of school.
10. Optimizing the guidance and counseling services in schools. Guidance and counseling services can be used as core strengths in schools to prevent and overcome the anxiety students In this case, the availability of professional counselors in schools seems to be absolute.
Through the efforts - efforts on the students are expected to avoid the various forms of anxiety and they can grow and develop into healthy individuals physically and psychologically, which in turn can demonstrate superior academic achievement.
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