Hubungan Dismenore dengan Konsentrasi Belajar Mahasiswi Fakultas Kedokteran Universitas Sumatera Utara

Abstract

Introduction: Dysmenorrhea is a common menstrual disorder known to disrupt daily activities and potentially affect learning concentration among adolescents. Examining the relationship between dysmenorrhea and learning concentration in this group can help identify the need for management strategies to help those affected stay focused in their studies. Objective: This study aims to analyze the relationship between dysmenorrhea and learning concentration among students at the Faculty of Medicine, Universitas Sumatera Utara. Method: This study used a cross-sectional analytic design involving 91 participants selected through purposive sampling. Data were collected using validated and reliable questionnaires to measure dysmenorrhea intensity and learning concentration. The relationship between dysmenorrhea and learning concentration was analyzed using the Chi-square test. Results: Dysmenorrhea severity, assessed with a dysmenorrhea questionnaire, showed that 50.5% of respondents experienced mild dysmenorrhea, 37.4% moderate, and 12.1% severe. Learning concentration levels, measured with the Indonesian Student Learning Concentration Questionnaire (SLCQ-I), indicated that 51.6% of respondents had high concentration, 45.1% moderate, and 3.3% low. Statistical analysis showed a p-value of 0.054, suggesting no significant relationship between dysmenorrhea intensity and learning concentration. Discussion: This study suggests that dysmenorrhea is not the only factor influencing learning concentration. Other factors, such as learning motivation, time management, social support, and coping strategies, may also play a role in helping students maintain concentration despite experiencing dysmenorrhea. Conclusion: Although statistically insignificant, descriptive trends indicate that increased dysmenorrhea severity may be associated with decreased concentration, highlighting the need for further research into menstrual pain management to support academic engagement.