The Relationship Between Dysmenorrhea Severity and Quality of Learning Among Female Students

Abstract

Introduction: Dysmenorrhea is menstrual pain commonly experienced by women of reproductive age and may interfere with daily activities, including the learning process. Menstrual pain can reduce concentration, comfort, motivation, and participation in academic activities, potentially affecting learning quality. Objective: This study aimed to determine the relationship between dysmenorrhea severity and learning quality among female medical students from the 2024 class at the Faculty of Medicine, Christian University of Indonesia. Method: This study employed a quantitative descriptive correlational design with a cross-sectional approach. A total of 105 female students were selected using the Slovin formula. Dysmenorrhea severity was measured using the Work Ability, Location, Intensity, Days of Pain, and Dysmenorrhea Score, while learning quality was assessed using a Guttman-scale questionnaire. Data were analyzed using the Spearman rank correlation test. Result and Discussion: Most respondents experienced moderate dysmenorrhea (58.1%) and impaired learning quality (83.8%). A statistically significant relationship was found between dysmenorrhea severity and learning quality (p = 0.042), with a weak negative correlation (r = -0.199), indicating that greater dysmenorrhea severity was associated with poorer learning quality. Conclusions: Dysmenorrhea severity is significantly associated with learning quality among female medical students from the 2024 class at the Faculty of Medicine, Christian University of Indonesia.