Identification of New College Students' Problems in Riverbank

ABSTRACT


IJAE Page 245
The problem checklist contains 12 aspects of the problem, and each element has 20 statements, so there are 240 statements in total. The aspects of these problems are (1) health; (2) economic conditions; (3) family life; (4) religion and morals; (5) reactions and hobbies (favorites); (6) personal relationships (7) social life -organizational activity; (8) youth/adolescent problems; (9) adjustment to lectures/schools (10) adjustment to the curriculum; (11) study habits; and (12) future and educational aspirations/positions. In addition, a problem checklist is included in the instrument commonly used in needs assessment, namely activities that analyze the needs or problems experienced by individuals.
The problem checklist instrument was distributed to Lambung Mangkurat University students in Batch 2021. One thousand fifty-five new students filled out the problem checklist, 68 people with very low categories, and 632 new students in the problem checklist. Less category. The fewer categories indicate that the student has problems in various aspects. The data requires further in-depth analysis, especially on the least or most problematic elements. The results of the problem checklist will follow up using individual counseling so that student problems will become clearer in their fields.
This study aims to describe the problems of new college students from the Batch 2021 at Lambung Mangkurat University. This research is important to get a complete and comprehensive picture of the difficulties faced and must be solved by students with the help of university counselors. If the problems faced by students, especially new ones, are not immediately identified or resolved, it will impact the future of students.

METHODS
This research uses mixed methods. The mixed methods design used is an explanatory sequential design. The descriptive, sequential research design combines two research methods: quantitative and qualitative. Quantitative research is carried out first, then deepening the data with qualitative research (Iskandar et al., 2021;Jalinus, 2021;Purwanza, 2022).
The flow of the research is to spread problem checklist to new students, then follow up on the results of the problem checklist by conducting individual counseling while collecting qualitative data from counseling interviews. The research instrument was a problem checklist, a quantitative data collector, and the SFBC Individual Counseling Guide, a qualitative data collector, obtained during the counseling process. The research design was chosen because the data from the follow-up counseling did not make it into numbers, so research is needed to describe the data in words. The research flow is described in the following research scheme:

Figure 1. Research Scheme
The sample selection technique used in this study is purposive sampling, namely, selecting samples with a purpose and meeting certain criteria. The example used in this study was 10 2021 Lambung Mangkurat University students identified as having problem checklist results in the very poor category. The data analysis carried out is descriptive analysis for quantitative data first, then using Miles and Huberman analysis, namely (1) data reduction; (2) data display; and (3) concluding/verification for qualitative data analysis (Hamzah, 2021;Kusumastuti et al., 2020).
The problem checklist results are specified into several categories, namely Very Good, Good Enough, Poor, and Very Poor, with the categorization in the following

RESULTS AND DISCUSSION
The problem checklist results distributed to students show four areas in the Poor category with a score of 53.63%, which means that all students have problems that must be overcome by themselves or with the help of others. In detail, 60.3% of learning areas are categorized as Poor. In social and career topics, 59.5% are classified as Poor, and 44.9% are categorized as Poor in Personal fields. The results of the problem checklist are depicted in the following graph:

Figure 2. Topic Problem Group Graphic
As qualitative data, the results of the counseling interviews illustrate that out of ten students, five students have personal and social problems, four students have emotional and learning problems, and one has social and learning problems. These students have not only one problem area but also related problems in other areas. The personal problems experienced by five people were told to be (1) difficulty managing time; (2) lack of self-confidence; (3) harboring their problems, so they feel burdened and quickly stressed, and (4) overthinking. Social problems experienced by students, such as (1) poor relationship with parents; (2) unhealthy friendships with the opposite sex; (3) there is a misunderstanding with peers; and (4) difficulty adapting to the lecture schedule and new environment.
The first problem experienced by students is the difficulty of dividing time. Through individual counseling, students shared that they had trouble dividing their time between lectures and organizational activities on campus. New students are required to be able to manage themselves independently. However, t tight lecture schedule and the many lecturers' assignments make it difficult for new students to divide their time (Widyastuti, 2020).
It is coupled with the activities of Student Activity Units or Student Organizations. These require students to be able to divide and manage time so that all assignments and all activities are completed completely. Separating time is also usually why students do not participate in organizational activities in higher education. In line with the results of research conducted by Widodo (2021), one of the barriers to adjusting to new students is dividing time between lectures and other activities, such as work or organizational activities. However, some students make it difficult to separate their time not to participate in administrative activities on campus (Grahani & Mardiyanti, 2019)  Lack of self-confidence is the next problem for new students. Based on the student's story during the counseling process, the student felt insecure about making friends with new people and when he had to present assignments in front of the class. Insufficient self-confidence could attribute to many other variables, such as self-regulated learning and self-efficacy. Students who are not confident in their abilities can cause students to lack confidence. It is one of the characteristics of students who cannot perform self-regulated learning (Grahani & Mardiyanti, 2019).
Lack of self-confidence is also related to self-efficacy. Individuals with low levels of self-efficacy usually see difficult tasks through the lens of fear, so they lack confidence in their abilities (Bistolen & Setianingrum, 2020). According to Widodo (2021), the lack of self-confidence is included in the appearance of the individual, namely overt performance or behavior displayed by students in the community or group. This self-confidence problem requires the support of the closest people to be able to solve it. It is because the role of parents and other closest people will be able to reduce anxiety so that it positively impacts students to move confidently (Daulay, 2021).
The next problem for students is to keep their problems or be closed, thus making them feel stressed and depressed. The counseling clarifies the issues experienced by students, one of which is students who have difficulty trusting others, thus making the students choose to keep their problems to themselves. Desmita (2009) said that the inability to adapt causes individuals to experience feelings of inferiority and feel closed off, like being alone if he is among other people or in situations that feel foreign to them. Many factors, including personality type, influence the adjustment process. Introverted personality types tend to solve problems on their own or by playing music, reading, and doing activities that are displeasing to them. Likes, compared to the extroverted personality type, which is more open and sociable (Kelana et al., 2020). According to Carl G. Jung, someone with an introverted personality usually tends to be closed, often thinks too much (overthinking), acts little, and has difficulty accepting new situations (difficult to get change). Difficulty adjusting to a new environment can cause feelings of anxiety, stress, and pressure (Alwisol, 2014;Loreni & Jannah, 2021) The next problem in the personal field is overthinking. One of the students told his situation in the counseling session regarding his excessive thinking pattern or overthinking. Overthinking occurs when individuals think about things excessively and considerately and have a lot of anxiety (Widia, 2020).
Overthinking is one of the inhibiting factors for new college students to adjust to a new environment (Claudia & Ramadhana, 2019). Based on the research results of Megarina et al (2021), it is known that 71.6% who experience overthinking are students, with the cause of thinking too much about negative things, being pessimistic about something, holding responsibility for something, thinking a lot, and thinking about the future. These negative thoughts can cause feelings of stress, anxiety, and even depression, which can also cause physical pain. Furthermore, thinking hinders the ability to think rationally, negatively impacting easily tired emotionally and affecting energy and physical activities (Sofia et al., 2020).
New college students at Lambung Mangkurat University have experienced not only experience problems in the personal and social fields. Problems related to the environment or other people are family problems. Relationships with parents who are not good will also impact student adjustment. Based on the information of students who received counseling services, the poor relationship with parents was caused by the choice of different majors. The major taken by one of the students is the parent's choice of major. Parents have a big influence on the selection of majors. The greater the impact of parents in guiding, the more likely individuals will choose majors directed by parents (Nelissa et al., 2018;Prabowo et al., 2019).
Parents do have an important contribution in choosing a major for further study. Parents' choice is an important consideration for children in selecting a major. Although it is not followed, most children will make their parents a figure that must be obeyed or followed (Siregar et al., 2021). Children who choose majors following their parents' wishes can be said to choose majors based on external factors. Majors that are selected based on external factors can have a bad impact on the future of students, such as studying in a department that is not to their abilities which ultimately causes achievement to decline and can even cause the student to be expelled from a university because the score is below average (Nelissa et al., 2018). Choosing majors that are not as desired can also impact college students' psychology. The need to succeed so parents can be happy can make students anxious or stressed