OPTIMISM AND PROBLEM FOCUSED COPING ON STUDENTS DURING PANDEMIC COVID-19

Safrilsyah1, Fatimah Zuhra2, Fatmawati3 Barmawi4, Mohd. Zailani bin Mohd. Yusoff5, Ibrahim6 
1,2,3,4Faculty of Psychology, Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia 
5School of Education and Modern Languages, Universiti Utara Malaysia, Kedah, Malaysia 6Faculty of Education, Universitas Serambi Mekkah, Banda Aceh, Indonesia
e-mail: 1 safrilsyah@ar-raniry.ac.id

Abstract. The purpose of this research is to explore the influence of optimism on the problem focused coping of students in Ar-Raniry State Islamic University, and to find out the difference in optimism and problem focused coping between male and female students. Data were collected from 320 students (81 male and 239 female) by using a proportional stratified sampling. Data were collected by using two questionnaires, (1) Optimism by using the scale of optimism (Seligman, 2008) and (2) Problem focused coping by using Coping scale (Lazarus;1984). Data were analyzed descriptively and statistical analysis (hypothesis testing) were done using Simple Regression procedure under SPSS/PC Ver.23.00. The results of this study, indicated that are the positive significant correlation between optimism and problem focused coping among students. The respective R-square is 0.166, result of coefficient is 0.407. There are no significant differences of problem focused coping and optimism among students, but there is significant differences of gender, that male are more problem focused coping and optimism than women the students.
Keywords: optimism; problem focused coping; Covid-19

Abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh optimisme terhadap problem focused coping mahasiswa Universitas Islam Negeri Ar-Raniry Banda Aceh dan mengtahui perbedaan optimisme dan problem focused coping diantara mahasiswa laki-laki dan perempuan.  Sampel penelitian ini berjumlah 320 mahasiswa (81 laki-laki dan 239 perempuan) dengan menggunakan proporsional stratified sampling. Pengumpulan data dilakukan dengan menggunakan dua kuesioner, (1) Optimisme dengan menggunakan skala optimisme (Seligman, 2008) dan (2) Problem focused coping dengan menggunakan skala Coping Data dianalisis secara deskriptif dan analisis statistik (pengujian hipotesis) dilakukan dengan prosedur simple Regression. Hasil penelitian ini menunjukkan bahwa terdapat hubungan positif yang signifikan antara optimisme dengan problem focused coping pada siswa. R-square adalah 0,166, hasil koefisien adalah 0,407. Tidak ada perbedaan yang signifikan dari problem focused coping di kalangan mahasiswa, tetapi ada perbedaan yang signifikan dari jenis kelamin, bahwa laki-laki lebih tinggi problem focused coping dan sikap optimisme daripada mahasiswa perempuan.
Kata kunci: optimisme; problem focused coping; Covid-19

The teaching and learning process during the Covid-19 pandemic has caused many problems for students (Setiawan, 2020). The problems experienced by most students are currently an obstacle during online learning, including additional expenses for buying internet data, boarding room fees that must be paid even though they are not occupied, poor signal quality which is a supporter of current online lecture activities (Maryam, 2017). Likewise, new students during the Covid-19 pandemic, during online learning they complain of piling up learning assignments, bored at home, the online learning process is getting boring (Tuasikal & Retnowati, 2019), unable to meet loved ones, unable to attend online learning due to signal limitations, unable to carry out hobbies as usual (Firman & Rahayu, 2020), and unable to apply practical laboratory learning due to unavailability of tools (Khairunnisa, 2020; Livana, Mubin, and Basthomi, 2020).
Various forms of obstacles during online learning during the Covid-19 pandemic can be overcome through the ability of individuals to manage stress, such as finding solutions or carrying out other activities, each individual can do how to manage the stress they face (Fitriasari, Septianingrum, Budury and Khamida; 2020 ). The strategies used by individuals to deal with stress or psychological tension in dealing with problems of daily life are referred to as coping stress (Bakhtiar & Asriani, 2015). Individuals need personal abilities and external support to reduce stress. In other words, coping is the process that individuals go through in resolving stressful situations or pressures. Coping is an individual's response to situations that threaten him both physically and psychologically (Rasmun, 2004).
Coping stress is divided into two categories, namely emotional focused coping and problem focused coping. Emotional Focus Coping is a coping strategy that is more emotion-oriented which is an attempt to relieve or manage emotional stress that arises when individuals interact with the environment. Another coping strategy is called problem focused coping, which is a coping strategy that is more directed at solving problems directly, without avoiding the problems at hand (Adler and Park, 2003). Problem-focused coping can be directed at the environment as well as at oneself. Bakhtiar & Asriani (2015) states that problem-focused coping is an attempt to change a situation or goal by changing a stressful environment or how a person reacts in a stressful phase.
Problem focused coping can be grouped into two, namely: (a) Information searching, which includes efforts to obtain accurate information related to the problems at hand and looking for other people who can exchange ideas and help us solve problems, and (b) Problem solving, which includes efforts to think of solutions on how to solve problems that may be done by taking certain actions that are more focused on how to solve problems directly (Maryam, 2017).
According to Sarafino and Smith (2012), problem focused coping is an effort that functions to reduce stress or develop the ability to deal with pressure. Someone who tends to use problem-focused coping in dealing with stress tends to focus more on the problems they face and try to find various ways to solve these problems. Unlike the individual who uses emotional focus coping, he is more emotion-oriented in an effort to relieve emotional stress when interacting with his environment. He avoids the problem at hand, not trying to find solutions to the problems. Therefore, this research is more focused on students who use problem-focused coping. They are students who will look for alternative solutions to problems so that the demands of college can be fulfilled optimally. 
In another study conducted by Brissette, Scheier and Carver (2002), the results showed that optimistic students prefer to use problem-focused coping in planning to deal with stressful situations where students try to find solutions to problem solving rather than denying their stressful conditions. experience. Thus it can be seen that optimism can influence a person in determining stress coping strategies in solving problems. Likewise, research conducted by Ningrum (2011) states that there is a positive and significant relationship between optimism and coping stress in students who are writing a thesis. Students who have a low tendency of optimism then they also have low stress coping as well. The results of Erteka's research (2018) involving 56 students who are completing their thesis at the University of Medan Area, show that there is a positive relationship between optimism and coping with stress. However, Valentsia and Wijono (2020) explained that there is a positive relationship between optimism and problem focused coping in students who are working on their final projects. This study involved 134 students using incidental sampling technique. This study uses an optimism scale and a problem scale that focuses on coping using the WCQ (Ways of Coping Questionnaire). Based on the results of previous studies that have been described, there is still a gap between the variables used, the sample and research methods as well as the results of existing research. Therefore, this study tries to fill the existing gap.
Based on the previous explanation, the first hypothesis of this research is that there is an effect of optimism on problem focused coping in junior students at UIN Ar-Raniry during learning during the Covid 19 pandemic. And the second hypothesis is there is a significant difference in the level of problem focused coping and optimism in male and female students. 

Method
This research is a field research with a correlational quantitative approach. The population in this study were junior students of UIN Ar-Raniry class of 2020 who were actively participating in online learning during the Covid-19 pandemic. The research sample was 320 students (81 male and 239 female) using proportional stratified sampling technique. Data was collected using two questionnaires, (1) Optimism using the optimism scale (Seligman, 2008) and (2) Problem focused coping using the Coping scale (Lazarus; 1984).  This study used a questionnaire in the form of a psychological scale on the variables studied, namely the optimism and problem focused coping. Answers on this scale are stated in four categories, which are Strongly Agree (SS), Agree (S), Disagree (TS), and Strongly Disagree (STS). The optimism scale and the problem focused coping scale were compiled using a Likert scale. The optimism scale is based on the optimism dimensions proposed by Seligman (2008) which consists of three dimensions, namely: permanence, personalization and pervasiveness. The total number of items on this scale is 30 statements. This scale passes the content validity test conducted through expert judgment. After the item discriminatory test was carried out, the optimism scale showed that of the 30 items tested, there are 16 items with a correlation coefficient above 0.25 with a range from -0.157 to 0.514, which results in an optimism internal consistency reliability of 0.804. Examples of items on this scale include: "I believe"My decline in grades in this online course is only temporary” (Dimension of Permanance); "I believe my test scores are dropping because it's God's destiny” (Dimension of Personalization); and "I don't blame the lecturer when the grades drop” (Dimension of Pervasiveness). The problem focused coping scale is based on the problem focused coping dimensions proposed by Lazarus and Folkman (1984) which consists of three aspects: seeking informational support, concoctive coping, and planful problem solving. The total number of items on this scale is 36 statements. This scale passes the content validity test conducted through expert judgment. After the item discrepancy test was carried out, the problem focused coping scale showed that out of the 30 items tested, there were 26 items with a correlation coefficient above 0.25 with a range from -0.055 to 0.559, which resulted in an internal consistency reliability of optimism of 0.867. Examples of items on this scale include: I consult a Psychologist regarding academic stress” (Aspects of Seeking informational Support); "If I get a low score, I will study hard” (Confrontive Coping Aspect); and "If reprimanded by the lecturer in class, I will introspect myself” (Planful problem solving aspect).
The data were analyzed descriptively and statistical analysis was carried out using the Stepwise Multiple Regression procedure and t-test to see the differences between male and female respondents.
Result
1) Descriptive Analysis of Research Data Based on the table. 1, the findings of this study indicate that a descriptive analysis of frequency and percentage was used to describe the demographics of the study respondents, which included gender, faculty and age for the 320 respondents of this study. Based on these figures, 239 respondents (74.7%) were female and 81 respondents were male which is equivalent to 25.3 percent of female respondents involved in the study. Furthermore, the results showed that the majority of respondents came from the Tarbiyah and Teacher Training Faculty, equivalent to 40.9 percent and only 8 respondents came from the Islamic Economics and Business faculty, equivalent to 2.5 percent. In addition, the results of the study also showed that the majority of respondents were aged 19-20 years 172 students, with 54 percent and students aged 23 who participated in this study only 6 people with 2 percent.

Table. 1
Demographic Respondents

Demography	Frequency	Percentage	
Gender 	Male	81	25,3%	
	Women	239	74,7%	
Faculties  	Tarbiyah and Education 	131	40,9%	
	Sharia and Law	9	2,8%	
	Da'wah and Communication	22	6,9%	
	Literature and Humanities	9	2,8%	
	Social and Government Science	15	4,7%	
	Science and Technology	15	4,7%	
	Islamic Economics and Business	8	2,5%	
	Usuluddin and Philosophy	22	6,9 %	
	psychology	104	32,5%	
Age	<  18 year	115	36.0	
	19 – 20 year	172	54.0	
	21 – 22 year	27	8.0	
	> 23	6	2.0	

Table. 2
Description of Research Variable Data
Variable	N	Mean 	S.D	Minimum	Maximum 	
Optimism 	320	3.370	.323	2.44	4.23	
Problem focused coping 	320	3.590	.579	2.28	4.97	

Tabel 3
Frequency of Optimism and Problem Focused Coping

Variable	Category	Frequency	Percentage	
	Low	22	6.9	
Optimism 	Middle  	235	73.4	
	High  	63	19.7	
	Low	55	17.2	
Problem focused coping 	Middle  	217	67.8	
	High  	48	15.0	

2) The Effect of Optimism on Problem Focused Coping
Table 4. shows the results of the study for simple regression analysis using the enter method to the independent variables showing that optimism has a significant effect on problem focused coping at the level of p <0.05, namely R2 = .166; p<.000. This situation explains that optimism has given as much as 16.6% change in variance to problem focused coping. The results of statistical tests on the value of the beta coefficient showed that the optimism variable (β= .407, p<.000) had a significant effect on students' problem focused coping.

Table 4
The Influence of Optimism Dimensions on Problem Focused Coping
Forecasting Variables	Β	Sig.	
Optimism  	.407	.000	
Result R2 	.166		
Result F	216.930		
P < .05			

The results of the regression analysis showed that the optimism variable significantly contributed 52.1% to problem focused coping where p value = .000 < .05. In other words, students' problem focused coping is influenced by the level of optimism by 52.1%, and there are 47.9% influenced by other factors; such as peers, parents and social activities.

3). Differences in Optimime and Problem Focused Coping students by gender.
Table 5 below shows that there is no difference in student optimism based on gender factor (t=.81; p=.06>.05), and there is no difference in student's problem focused coping based on gender factor (t=1.16; p= .92>.05). However, when viewed from the average score, the level of optimism of male students is higher than female students, and the average value of male students' problem focused coping is higher than female students.

Table 5:
Differences in Optimism and Problem focused coping on Gender
	Gender	N	Mean 	T	Sig.	
Optimism 	Male 	81	3.60			
	Women 	239	3.55			
	Total 	320		.81	.06	
Problem focused coping  	Male 	81	3.39			
	Women 	239	3.33			
	Total 	320		1.66	.92	

Discussion
This study aims to explore the influence of optimism on the problem focused coping among students of UIN Ar-Raniry Banda Aceh during the Covid-19 pandemic. The regression analysis showed that optimism had a significant effect on the problem focused coping among students of UIN Ar-Raniry during learning during the Covid 19 pandemic (the hypothesis is accepted).  The results of the analysis show that the value of R Square (R2) = 0.166, which means that there is 16.6% of the effect of optimism on problem focused coping, while 83.4% is influenced by other factors. These factors can be in the form of health and energy, problem solving ability, social skills, social support, and material resources. Seeing the condition of the Covid-19 pandemic that never ends, it can be assumed that the biggest factors influencing the problem focused coping among junior college students are health and energy. However, other factors also gave an impression on the problem focused coping strategy for the students at UIN Ar-Raniry during the Covid-19 pandemic. 
Furthermore, the result of study shown that most students have moderate optimism because they still believe in a good situation in the future, marked by the enthusiasm to take online lectures, carry out lectures and take exams, although on the other hand there are new students who get low scores when the exam is conducted online. In addition, students also have problem focused coping which is quite good, marked by the ability to complete tasks and problems well and have the desire to immediately solve problems even though on the other hand sometimes ignore some things that are considered small problems. This is known from the average answers of students who have filled out this research scale.
The results of this study are also in accordance with the research conducted by Karisha and Sarintohe (2019), show that one of the factors that influence problem focused coping is positive belief. The tendency of individuals to perceive things from good or positive sides and conditions and expect the most satisfactory results is also called optimism. Seligman (2008) explains that optimistic people will quickly recover from temporary despair. After failing, they try to get up and forget their failure and then start trying again. The optimistic individuals are individuals who always think positively, and have a promising level of success in work, school, and in a game, never give up in facing problems, and they do approach their problems with their own mindset (Syahniar, & Ifdil, 2016). 
The results of this study support previous research (Suwarsi & Handayani, 2017; Valentsia & Wijono, 2020), explained that there was a relationship between optimism and Problem Focused Coping.  And that there was a positive relationship between optimism and coping with stress on final students who are writing their thesis (Ningrum, 2011; Erteka, 2018).  However, the results of this study are different from the research conducted by Indawati and Kholifah (2017). The results of the analysis show that there is no relationship between optimism and problem focused  
However, the results of this study show various obstacles during online learning during the Covid-19 pandemic and they are trying to overcome them. A student tries to change a situation, goal or goal by changing something from an uncomfortable environment to a better place. He tries to find information and solve problems, he tries to think about and solve problems that might be done by taking action to solve online learning problems he has faced so far. Some students reduce the stress they experience by diverting their minds by doing other activities or sleeping. When experiencing signal problems, students will take part in learning by looking for places that have stronger internet network access.
Several things are obstacles for new students in undergoing the transition phase from school to the world of lectures, especially during the Covid-19 pandemic and problem focused coping strategies are used to overcome these obstacles. The implementation of online lectures brings changes to students from learning that is usually carried out directly in class, turning to distance learning using media that can only be accessed using the internet. New students have not been able to adapt their learning patterns to the demands of the new era of lectures, have not adapted to the long and different study time span, and have not been able to manage their study time. Coping mechanisms play an important role in overcoming or reducing stress experienced by individuals, because appropriate and effective coping can block the influence of stress on the physical and mental health of individuals.
Some students will find it easy to do strategies to manage stress with problem focused coping is to have positive beliefs or optimistic nature in dealing with problems. Positive beliefs form the basis of hope and support action efforts in the face of stressful conditions. An attitude of optimism makes a person get out quickly from the problems they face because of the thoughts and feelings of having the ability, also supported by the assumption that everyone has their own luck. Therefore, to deal with uncomfortable situations during online learning during the Covid-19 pandemic, students must be optimistic and always try to achieve the best in life. So to become an unyielding and tough person, an optimistic attitude must be embedded in an individual, which is to have a positive mindset that this pandemic will not hinder the spirit of learning. With an optimistic attitude, individuals will be strong in facing every trial with full confidence. Optimistic individuals are individuals who always think positively, and have a promising level of success at work, school, and in a game, never give up in the face of problems, and they approach their problems with a mature mindset. 
Furthermore, the purpose of this research is to find out the difference in optimism and problem focused coping between male and female students. The T-test analysis showed that there is no difference in student optimism and problem focused coping based on gender of students of UIN Ar-Raniry during learning during the Covid 19 pandemic (the hypothesis is rejected).  Based on the differences in problem focused coping and optimism based on gender, there were no significant differences, but this study found that male students had more problem focused coping strategies and were more optimistic than female students. 

Conclusion
Based on the results of the study, there was an effect of optimism on problem focused coping with the level of p <0.00, namely R2 = .166; p<.000. This finding means that problem focused coping is influenced by optimism by 16.6% while there are 83.4% of problem focused coping influenced by other factors, in the form of health and energy, problem solving ability, social skills, social support, material resources, government policies, parenting, family, teachers and peers. Furthermore, there were no significant differences in the level of problem focused coping and optimism in male and female students, but this study found that male students had more problem focused coping strategies and were more optimistic than female students. 

Suggestion
The study recommends that students always learn to manage the stress they face during online learning during the Covid-19 pandemic, by always optimizing and implementing problem focused coping strategies. This is very helpful for students to be able to continue learning with enthusiasm even in an uncomfortable environment, especially new students. Meanwhile, parents, educators and the government need to provide facilities that support online learning during the Covid-19 pandemic, such as adequate internet signals, free data packages for students, more interesting learning methods and teaching and learning processes by adjusting the time spent during online learning. Besides that, especially Muslim students in Aceh, it is important to be equipped with the importance of knowing the value of optimism in themselves according to the teachings of Islamic law, worshiping and praying to Allah in order to form problem focused coping strategies in dealing with and solving problems in their lives.

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