| dc.description.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. | en_US |
