Comparison Analysis of Depression, Anxiety, and Stress Levels in

Students in Business Management Department and Information

Engineering Department of Batam State Polytechnic on Online

Learning in the Covid-19 Pandemic

Sri Dona Oktavia and Dian Mulyaningtyas

Business Management, Politeknik Negeri Batam, Ahmad Yani, Batam, Indonesia

Keywords: Depression, Anxiety, Stress, Major, Online Learning.

Abstract: This study examines the Comparative Analysis of Depression, Anxiety, and Stress Levels for Students of the

Department of Business Management and Department of Informatics Engineering at the Batam State

Polytechnic Against Online Learning During the COVID-19 Pandemic. The population in this study were

students of the Department of Business Management and the Department of Informatics Engineering. The

respondents in this study were students of the Department of Business Management and the Department of

Informatics Engineering from 2018 to 2020, with a total sample of 188 students. The sampling technique here

uses the Random Sampling method. In this study, the data is collected through questionnaires given directly

to respondents online. This study uses a quantitative approach with descriptive statistical analysis methods

and a Chi-Square test. The results of this study are students of the Department of Business Management have

higher levels of depression, anxiety, and stress compared to students of the Department of Informatics. There

is no significant effect between students' depression, anxiety, and stress level in online learning towards

majors.

1 INTRODUCTION

The spread of the COVID-19 virus has caused a lot of

concern, especially in the education sector. In

education, the teaching and learning process is carried

out face-to-face, which can trigger the spread of the

COVID-19 virus. To prevent this from happening, the

Ministry of Education and Culture issued a Circular

Letter of the Ministry of Education and Culture

Number 4 of 2020 concerning "Implementation of

Education Policies in the Emergency Period of the

Spread of Corona Virus Disease (COVID-19), which

requires learning from home through online learning

(Kemendikbud 2020).

Online learning (on the network) is applied to start

from the elementary school level to the tertiary level

for an undetermined time limit. Most universities in

Indonesia have used Blended Learning, including the

Batam State Polytechnic. Blended Learning itself is

learning that combines direct (face-to-face) learning

with online learning. However, due to this pandemic,

face-to-face learning is impossible and can only use

online learning. Many applications currently support

online learning, such as Whatsapp, Zoom, Google

Classroom, Google Duo, and other applications.

Online learning is the right solution during this

pandemic, and this policy was implemented by the

government starting in March 2020. Using this online

learning system, students will face many obstacles,

such as limited ownership of electronic devices

(computers, laptops, smartphones), internet access,

teaching new methods, the ineffectiveness of

practicum lessons, and inconsistent study time

choices.

On the other hand, students who finished online

lectures complained that they felt the task had become

more complicated than face-to-face learning as usual.

Even though there are many assignments in many

courses that must be completed, the deadline for

completing the projects given is relatively short.

Students think that the tasks assigned are too heavy

for them, and they are worried that it will cause

psychological problems, which in turn affect their

immunity. Therefore, if this situation continues to

occur without any countermeasures, it will cause

physical and mental pressure on students. Then many

Oktavia, S. and Mulyaningtyas, D.

Comparison Analysis of Depression, Anxiety, and Stress Levels in Students in Business Management Department and Information Engineering Department of Batam State Polytechnic on

Online Learning in the Covid-19 Pandemic.

DOI: 10.5220/0011518900003255

In Proceedings of the 3rd International Conference on Applied Economics and Social Science (ICAESS 2021), pages 481-488

ISBN: 978-989-758-605-7

481

of them complain about online learning on social

networks such as Instagram, Twitter, Facebook,

Tiktok, and other social media.

2 LITERATURE REVIEW

2.1 Depression

Depression is a severe mental illness, usually

characterized by feelings of sadness or anxiety. Most

students sometimes feel sad or anxious. Untreated

depression can interfere with daily activities. As a

reaction to depression, some students feel depressed.

Students may cry all the time, not go to class or lock

themselves up, not realizing that they are under

pressure. Depression can affect academic

performance. Students face many academic burdens,

such as doing assignments, answering questions in

class, understanding material, competing with

classmates, and meeting teacher and parent

expectations, all of which lead to learning pressure

(Kamble, 2018).

2.2 Anxiety

Anxiety is a word we use to describe restlessness,

worry, and fear. It involves emotional and physical

feelings that we may face when we are worried or

nervous about something. So all forms of situations

that can threaten human comfort can cause anxiety.

The existence of conflict is one source of the

emergence of anxiety. Because individuals cannot

deal with problems, physical threats and stress can

also cause anxiety (NIMH, 2018).

2.3 Stress

Simply, stress can be defined as a state of a person

whose balance is disturbed. Stress is manifested by

various symptoms, such as restlessness, increased

tension and anxiety, body aches (headache, heartburn,

itching, and diarrhea), fatigue, muscle tension, sleep

disturbances, or increased blood pressure and heart

rhythm. Stress also manifests itself in behavioral

changes. Individuals become irritable, more irritable,

do not eat, or show changes in eating patterns. Some

people feel depressed, helpless, lethargic, and have

low self-esteem (Aryahi, 2016). Oktawirawan's

research (2020) mentions the factors that cause

anxiety about online learning. In this study, nine

factors that cause stress in students, including:

1. Inadequate understanding of the material

2. Task deadlines

3. Internet is not stable

4. Difficulty in doing tasks

5. Difficult to buy internet quota

6. Technical constraints

7. Impairment

8. Late for class

9. Not ready to face the next level

Lack of understanding and short task deadlines

are the main factors of this study, which cause

students' anxiety about online learning. The current

government is very much overcoming the difficulty

of purchasing internet quotas through education quota

assistance funds and collaboration with local

universities.

In addition, the research of Hasanah et al. (2020)

shows that seven factors cause student stress during

the pandemic as below:

1. Studying Assignments

2. Bored at home

3. Can't meet loved ones

4. The online learning process becomes boring

5. Due to a lack of tools, laboratory practice

learning is not possible

6. Unable to participate in online education due to

limited internet quota

7. I can't do hobbies like usual

From the explanation above, there are four factors

related to online learning, namely college

assignments, tedious online learning processes,

unable to participate in online education due to quota

limitations, and unable to do laboratory practice

because of unavailable tools.

2.4 Online Learning

Online learning is not a face-to-face learning system

but a platform or learning method that can help

students and lecturers in the teaching and learning

process at a distance. Online learning is a learning

activity that uses the internet to help users improve

accessibility, connectivity, flexibility, and generate

various learning interactions.

Here are some applications that can use for online

learning are as follows:

1. Learning Management System

Learning Management System (LMS) is one or

more software used for management purposes,

documents, activity reports, teaching and

learning activities and online activities

(connected to the internet), E-learning, and

training materials, all of which are done online.

(Gusty et al., 2020). Here are some LMS

ICAESS 2021 - The International Conference on Applied Economics and Social Science

482

licensed open source and very often used in

learning activities during COVID-19 are as

follows:

• E-learning

• Google Classroom

• Moodle

• Schoology

• Edmodo

• Kahoot

• Video Conference

2. Video conferencing is a multimedia application

that, due to its large bandwidth capacity, allows

actual and time duplex data, voice, and image

communications to be applied to networks with

high data transfer rates (Gusty et al., 2020). Here

are some video conferencing applications that

are used to support online learning, namely:

• Google Meet

• Zoom Meeting

• Cisco Webex

• Whatsapp

3 RESEARCH METHOD

3.1 Population and Sample

The population in this study were students of Batam

State Polytechnic, Department of Business

Management and Informatics Engineering. The

sample used in the study were active students from

the Department of Business Management and the

Department of Informatics Engineering for the

academic year 2018 to 2020, with a total of 188

students, each consisting of 94 students.

3.2 Method

The research method used is a quantitative research

method with descriptive statistical analysis. In

presenting the data will display tables, graphs, pie

charts, mean and percentage calculations, and the chi-

square test to analyze the level of comparison of

depression, anxiety, and stress in students of the

Department of Education. Batam State Polytechnic's

Business Management and Informatics Engineering

towards online learning. After the data is processed,

an analysis is carried out to conclude the existing

problems.

4 RESULT

4.1 Validity Test

Validity is the degree of accuracy between the data

that occurs in the object of research (Sugiyono, 2013).

This validity test uses the Pearson correlation analysis

method, namely correlating the item score with the

total score. Then the significance test was carried out

with the criteria using the r table at a significance

level of 0.01 with a 2-sided test. If the positive value

of r count r table, then the item can be declared valid.

The validity test in this study can be seen in the

following table.

Table 1: Recapitulation of Validity Test Results for

Depression, Anxiety and Stress Variables.

Item r count r table Decision

X1.1 0,629

0,263

Valid

X1.2 0,710 Valid

X1.3 0,777 Valid

X1.4 0,669 Valid

X1.5 0,766 Valid

X1.6 0,796 Valid

X1.7 0,808 Valid

X1.8 0,694 Valid

X1.9 0,869 Valid

X1.10 0,696 Valid

X1.11 0,775 Valid

X1.12 0,806 Valid

X1.13 0,805 Valid

X1.14 0,634 Valid

X2.1 0,429

0,263

Valid

X2.2 0,656 Valid

X2.3 0,613 Valid

X2.4 0,604 Valid

X2.5 0,675 Valid

X2.6 0,577 Valid

X2.7 0,726 Valid

X2.8 0,539 Valid

X2.9 0,651 Valid

X2.10 0,750 Valid

X2.11 0,649 Valid

X2.12 0,729 Valid

X2.13 0,660 Valid

X2.14 0,659 Valid

X3.1 0,527 Valid

Comparison Analysis of Depression, Anxiety, and Stress Levels in Students in Business Management Department and Information

Engineering Department of Batam State Polytechnic on Online Learning in the Covid-19 Pandemic

483

X3.2 0,669

0,263

Valid

X3.3 0,564 Valid

X3.4 0,618 Valid

X3.5 0,681 Valid

X3.6 0,523 Valid

X3.7 0,533 Valid

X3.8 0,536 Valid

X3.9 0,596 Valid

X3.10 0,618 Valid

X3.11 0,650 Valid

X3.12 0,529 Valid

X3.13 0,738 Valid

X3.14 0,850 Valid

(Source: Results of SPSS 25 Output Data Processing, 2021)

4.2 Reliability Test

How reliable or consistent is the indicator variable is

measured by a reliability test (Ghozali, 2012). The

value of the reliability of the indicator/item of the

questionnaire statement received can be searched

using the Cronbach Alpha formula. The alpha method

is appropriate for use on a scale (Ndica 1-4, 1-5) or a

range score (Ndica 0-20, 0-50). Reliability (reliable)

if the indicator/questionnaire item has a Cronbach

Alpha value > 0.60 (Ghozali, 2012). The results of the

reliability test for each variable used in this study can

be seen in the following table:

Table 2: Recapitulation of Reliability Test Results for

Depression, Anxiety and Stress Variables.

Variable

Alpha

Cronbach

Standard

Value

Decision

Depression

(

)

0.939 0,60 Reliable

Anxiety (X2) 0,886 0,60 Reliable

Stress (X3) 0,776 0,60 Reliable

(Source: Results of SPSS 25 Output Data Processing,

2021)

4.3 Descriptive Statistics

Descriptive statistical analysis provides an overview

of the situation and circumstances carried out by

classifying the total number of respondents' scores.

From the total score of respondents' answers

obtained, the assessment criteria are arranged for each

statement item. Based on the results of research

conducted on 188 respondents.

Table 3: Depression, Anxiety, Stress Scale.

Then the results of the data obtained will be grouped

and compared according to the DASS Test 42

questionnaire assessment score (Lovibond and

Lovibond 1995). The results of the value can be seen

in the following table:

Table 4: Final Result of Depression Score on Student

Respondents majoring in Business Management and

Information Technology.

Table 5: Final Result of Anxiety Score on Student

Respondents majoring in Business Management and

Information Technology.

From the results of descriptive statistics, this study

shows that students of the Department of Business

Management have higher levels of depression,

anxiety, and stress than students of the Department of

Informatics, Batam State Polytechnic, towards online

learning.

Normal Mild

Moder

ate

Severe

Very

Severe

Depression 0-9 10-13 14-20 21-27 >28

Anxiety 0-7 8-9 10-14 15-19 >20

Stress 0-14 15-18 19-25 26-33 >34

Category

Business

Mana

ement

Information

Technolo

f % F %

Normal 31 33% 41 44%

Mild 18 19% 18 19%

Moderate 22 23% 12 13%

Severe 10 11% 10 11%

Very Severe 13 14% 13 14%

TOTAL 94 100% 94 100%

Category

Business

Mana

ement

Information

Technolo

f % F %

Normal

16 17% 18 19%

Mild

4 4% 11 12%

Moderate

13 14% 20 21%

Severe

24 26% 19 20%

Very Severe

37 39% 26 28%

TOTAL

94 100% 94 100%

ICAESS 2021 - The International Conference on Applied Economics and Social Science

484

Table 6: Final Result of Stress Score on Student

Respondents majoring in Business Management and

Information Technology.

(Source: Microsoft Excel Data Processing Results, 2021)

4.4 Chi-Square Test

The chi-square test (Chi-Square) tests the two-sample

comparative hypothesis if the data is nominal and the

sample is large. If the calculated Chi-Square value <

Chi-Square table, then we fail to reject H0. The test

results can be observed in the following table:

Table 7: Results of Chi Square Test Analysis Effect of

Depression Level with Majors.

Category

Major

Calcul

ated

Chi

square

Chi

square

Table

Business

Managemen

t (%)

Information

Technology

(%)

Normal 31 (36%) 41 (43,6%)

4 4.330

13,277

Mil

18 (19,1%) 18 (19,1%)

Moderate 22 (23,4%) 12 (12,8%)

Severe 10 (10,6%) 10 (10,6%)

Very

Severe

13 (13,8%) 13 (13,8%)

Total 94 (100%) 94 (100%)

Table 8: Results of Chi Square Test Analysis Effect of

Anxiety Level with Majors.

Category

Major

Calculated

Chi

square

Chi

square

Table

Business

Management

(%)

Information

Technology

(%)

Normal 16 (17%) 18 (19,1%)

4 7.371

13,277

Mild 4 (4,3%) 11 (11,7%)

Moderate 13 (13,8%) 20 (21,3%)

Severe 24 (25,5%) 19 (20,2%)

Very Severe 37 (39,4%) 26 (27,7%)

TOTAL 94 (100%) 94 (100%)

Table 9: Results of Chi Square Test Analysis Effect of

Stress Level with Majors.

Category

Major

Calculated

Chi

square

Chi

square

Table

Business

Management

(%)

Information

Technology

(%)

Normal 25 (27,2%) 38 (40,4%)

4 7.258

13,277 Mild 17 (18,5%) 19 (20,3%)

Moderate 20 (21,7%) 21 (22,3%)

Severe 19 (20,7%) 9 (9,6%)

Very

Severe

11 (12%) 7 (9,1%)

TOTAL 94 (100%) 94 (100%)

(Source: Results of SPSS 25 Output Data Processing, 2021)

From the chi-square test results, this study shows that

there is no significant effect between the level of

depression, anxiety, and stress of students in online

learning towards majors.

4.5 Discussion

4.5.1 Comparative Analysis of Depression

Levels in Students of the Department

of Business Management and

Informatics Engineering

Based on the results of the research with the chi

square test, the results of the chi square count were

4,330 while the chi square table was 13,27670 so that

the chi square count < chi square table. This means

that the department has no effect on the depression

level of the students of the Department of Business

Management and the Department of Informatics

Engineering. So in this study the level of depression

of students in online learning is not influenced by

majors.

Based on the results of the interpretation of the

level of depression in the students of the Department

of Business Management and Informatics using the

DASS Test score of 42, it was found that the level of

depression was very severe in both majors of 14%.

While the level of severe depression is 11%, moderate

depression is 23% in Business Management

Department students and 13% in Informatics

Engineering Department, mild depression is 19% and

normal levels are 33% for Business Management

students and 44% for students. Informatics

Engineering. This means that the level of depression

in Business Management students is greater than the

depression level in Informatics Engineering students.

Based on the respondents' answers to the

depression variable, it shows that the fourth

statement, namely students feel sad and depressed,

has a variable mean of 1.67 in the Department of

Business Management and 1.28 in the Department of

Informatics, which is the item that most dominates or

influences the level of student depression. This

response shows that students of the Department of

Business Management feel sadder and depressed than

students of the Department of Informatics. This is in

accordance with the opinion expressed by Kamble

(2018) which states that students who are depressed

Category

Business

Management

Information

Technology

f % f %

Normal 29 31% 42 45%

Mild 16 17% 18 19%

Moderate 22 23% 23 24%

Severe 18 19% 9 10%

Very Severe 9 10% 2 2%

TOTAL 29 31% 42 45%

Comparison Analysis of Depression, Anxiety, and Stress Levels in Students in Business Management Department and Information

Engineering Department of Batam State Polytechnic on Online Learning in the Covid-19 Pandemic

485

and untreated can interfere with daily activities and

cause various reactions, one of which is that some

students feel depressed.

The results of this study are in line with the

research conducted by Asanov et al. (2021) and

Hasanah et al. (2020), based on the results of the study

it was found that most students were depressed. These

results are in accordance with current research which

states that most of the students of the Department of

Business Management and the Department of

Informatics are depressed.

4.5.2 Comparative Analysis of Anxiety

Levels in Students of the Department

of Business Management and

Informatics Engineering

Based on the results of the research with the chi

square test, the results of the chi square count were

7.371 while the chi square table was 13,27670 so that

the chi square count < chi square table. This means

that the department has no effect on the anxiety level

of the students of the Department of Business

Management and the Department of Informatics

Engineering. so in this study the level of student

anxiety in online learning is not influenced by majors.

Based on the results of the interpretation of the

anxiety level of the students of the Department of

Business Management and Informatics using the

DASS Test score of 42, it was found that the students

of the Department of Business Management and the

students of the Department of Informatics had very

severe anxiety levels, namely 39% and 28%,

respectively. While the level of severe anxiety is 26%

in the Business Management Department and 20% in

the Informatics Engineering Department, the

moderate anxiety level is 14% in the Business

Management Department students and 21% in the

Informatics Engineering Department, the mild

anxiety level is 4% in the Business Management

Department students. and 12% in the Department of

Informatics Engineering, and normal anxiety levels in

both majors were 17% and 19%. This means that the

level of anxiety in Business Management students is

greater than the anxiety level of Informatics

Engineering students.

Based on the respondents' answers to the anxiety

variable, it shows that the fourth statement, namely

that if he was in a situation that made him feel very

anxious and would feel very relieved when all this

ended, has a variable mean of 2.20 in the Department

of Business Management and 1.87 in the Department

of Informatics, which is the item that most dominates

or influences the level of depression in students. This

response shows that students of the Department of

Business Management feel themselves in a situation

that makes them feel very anxious and will feel very

relieved if all of this end compared to students of the

Department of Informatics. This is in accordance with

the opinion expressed by NIMH (2018) which states

that all forms of situations that can threaten human

comfort can cause anxiety.

The results of this study are in line with research

conducted by NurCita & Susantiningsih (2020) and

Hasanah et al. (2020), based on the results of the study

it was found that most students experienced anxiety.

These results are in accordance with current research

which states that most students from the Department

of Business Management and the Department of

Informatics experience anxiety.

4.5.3 Comparative Analysis of Stress Levels

in Students of the Department of

Business Management and Informatics

Engineering

Based on the results of the research with the chi

square test, the results of the chi square count were

7.285 while the chi square table was 13,27670 so that

the chi square count < chi square table. This means

that the department has no effect on the stress level of

the students of the Department of Business

Management and the Department of Informatics

Engineering. So that in this study the stress level of

students in online learning is not influenced by

majors.

Based on the results of the interpretation of stress

levels on students of the Department of Business

Management and Informatics using the DASS Test

score of 42, it was found that students of the

Department of Business Management and students of

the Department of Informatics had very severe

depression rates, namely 10% and 2%. Meanwhile,

the level of severe stress was 19% for the students of

the Department of Business Management and 10%

for the Department of Informatics, the level of

moderate stress was 23% for the students of the

Department of Business Management and 24% for

the students of the Department of Informatics, the

level of mild anxiety was 17% for the students of the

Department of Business Management. and 19% in the

Department of Informatics Engineering, and normal

anxiety levels in both majors were 29% and 31%,

respectively. This means that the level of stress in

Business Management students is greater than the

anxiety level of Informatics Engineering students.

Based on the respondents' answers to the stress

variable, it shows that the fourth statement, namely

ICAESS 2021 - The International Conference on Applied Economics and Social Science

486

easy to get annoyed, has a variable mean of 1.82 in

the Department of Business Management and 1.53 in

the Department of Informatics Engineering, which is

the item that most dominates or influences the level

of student depression the most. This response

indicates that students of the Department of Business

Management find themselves irritated more easily

than students of the Department of Informatics. This

is in accordance with the opinion expressed by Aryahi

(2016) which states that stress also manifests itself in

behavior change. That is, the individual becomes

irritable, does not eat or shows changes in eating

patterns.

The results of this study are in line with research

conducted by Maulana & Iswari (2020), Harahap et

al. (2020), AlAteeq et al. (2020), Hasanah et al.

(2020), and Mardiati et al. (2018). Based on the

results of the study, it was found that most of the

students experienced stress. These results are in

accordance with current research which states that

most students from the Department of Business

Management and the Department of Informatics

experience stress.

4.5.4 Comparative Analysis of Depression,

Anxiety and Stress Variables in

Business Management and Informatics

Engineering Students

To see the level of comparison of depression

variables, anxiety variables and stress variables, a

combination of mild, moderate, severe, and very

severe categories will be carried out where the four

categories state that students majoring in Business

Management and Department of Informatics

experience depression, anxiety and stress. The result

of the value can be seen in Figure 4.13 below:

Figure 1. Overall Percentage of Variables.

Based on Figure 4.13 above, it can be seen that the

variable with the Normal category which has the

lowest percentage is found in the anxiety variable at

17% and 19%, while the Mild-Very Severe category

(experiencing depression, anxiety, stress) is the

highest in the anxiety variable at 83% and 81%. so it

can be concluded that the anxiety variable is the

variable with the highest percentage level, which

means that students of the Department of Business

Management and the Department of Informatics

experience more anxiety than depression and stress.

5 CONCLUSIONS

Based on the data analysis that the researcher has

done on all the data obtained, the researcher can draw

the following conclusions:

1. This study indicates that the assessment of the

level of depression in students of the Batam State

Polytechnic Business Management Department

towards online learning is normal for 31 (33%)

students and 63 (67%) other students are

depressed.

2. This study indicates that the assessment of the

level of anxiety in Batam State Polytechnic

Business Management Department students

towards online learning is normal for 16 (17%)

students and 78 (83%) other students who

experience anxiety.

3. This study shows that the assessment of stress

levels for students of the Batam State Polytechnic

Business Management Department towards

online learning is normal for 29 (31%) students

and 65 (69%) students who experience stress.

4. This study indicates that the assessment of the

level of depression in students of the Batam State

Polytechnic Informatics Engineering Department

towards online learning is normal for 41 (44%)

students and 53 (56%) other students are

depressed.

5. This study indicates that the assessment of the

level of anxiety in students of the Batam State

Polytechnic Informatics Engineering Department

towards online learning is normal for 18 (19%)

students and 76 (81%) other students who

experience anxiety.

6. This study indicates that the assessment of stress

levels for students of the Batam State Polytechnic

Informatics Engineering Department towards

online learning is normal for 42 (45%) students

and 52 (55%) other students who experience

stress.

7. From the results of descriptive statistics, this study

shows that students of the Department of Business

Management have higher levels of depression,

Comparison Analysis of Depression, Anxiety, and Stress Levels in Students in Business Management Department and Information

Engineering Department of Batam State Polytechnic on Online Learning in the Covid-19 Pandemic

487

anxiety, and stress than students of the

Department of Informatics, Batam State

Polytechnic, towards online learning.

8. From the Inferential Statistical Test results using

the Chi-Square test, this study shows that there is

no significant effect between the level of

depression, anxiety, and stress of students in

online learning towards majors.

ACKNOWLEDGEMENTS

Acknowledgments are addressed to all lecturers of the

business administration study program and all Batam

State Polytechnic Business Management Department

staff.

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