Hubungan tingkat stres akademik dengan siklus menstruasi pada mahasiswi d3 kebidanan STIKes karsa husada garut.

Stres akademik merupakan salah satu tekanan psikologis yang sering dialami oleh mahasiswa, khususnya pada program studi kebidanan yang memiliki beban akademik dan praktik klinik yang tinggi. Stres dapat mengganggu keseimbangan hormon reproduksi seperti FSH, LH, estrogen dan progesteron, sehingga dapat menyebabkan gangguan siklus menstruasi seperti polimenorea, oligomenorea, atau amenorea. Penelitian ini bertujuan mengetahui hubungan tingkat stres akademik dengan siklus menstruasi pada mahasiswi D3 Kebidanan STIKes Karsa Husada Garut. Penelitian ini menggunakan metode kuantitatif dengan rancangan cross sectional dan teknik total sampling pada 87 responden. Data tingkat stres diperoleh menggunakan kuesioner DASS-42 (modifikasi domain stres) dan siklus menstruasi dengan kuesioner berskala Guttman. Analisis bivariat menggunakan uji Chi-square. Hasil menunjukkan mayoritas responden memiliki stres rendah (77,0%), sedang (14,9%), dan tinggi (8,0%). Gangguan siklus menstruasi terbanyak pada stres tinggi (71,4%) dan terendah pada stres rendah (14,9%). Terdapat hubungan signifikan antara tingkat stres akademik dengan siklus menstruasi (p=0,000; OR=8,35). Kesimpulan, semakin tinggi tingkat stres akademik, semakin besar risiko gangguan siklus menstruasi. Disarankan adanya edukasi manajemen stres dan kesehatan reproduksi bagi mahasiswa.

Academic stress is one of the psychological pressures often experienced by students, particularly in midwifery programs with demanding academic and clinical practice requirements. Stress can disrupt the balance of reproductive hormones such as FSH, LH, estrogen, and progesterone, leading to menstrual cycle disorders such as polymenorrhea, oligomenorrhea, or amenorrhea. This study aimed to determine the relationship between academic stress levels and menstrual cycles among Diploma III Midwifery students at STIKes Karsa Husada Garut. This research employed a quantitative method with a cross-sectional design and total sampling technique involving 87 respondents. Academic stress levels were assessed using the DASS-42 questionnaire (modified stress domain), and menstrual cycle data were collected using a Guttman scale questionnaire. Bivariate analysis was conducted using the Chi-square test. The results showed that the majority of respondents had low stress levels (77.0%), moderate (14.9%), and high (8.0%). Menstrual cycle disorders were most prevalent in the high-stress group (71.4%) and least in the low-stress group (14.9%). There was a significant relationship between academic stress levels and menstrual cycles (p=0.000; OR=8.35). In conclusion, the higher the academic stress level, the greater the risk of menstrual cycle disorders. It is recommended to implement stress management education and reproductive health promotion for students.