Pelatihan Mindfulness untuk Mengurangi Stres Akademik Siswa

Enasely Mega Wenyi Rohi; Gracianus Edwin Tue P. Lejap; Stefanus Lio; Dhiu Margaretha; Jefri Marianus Aprilius Un

doi:10.36312/nuras.v6i4.1888

Authors

Enasely Mega Wenyi Rohi Program Studi Pendidikan Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandira, Jalan Jend. A. Yani Nomor 50-52, Kupang, Nusa Tenggara Timur 85211, Indonesia
Gracianus Edwin Tue P. Lejap Program Studi Pendidikan Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandira, Jalan Jend. A. Yani Nomor 50-52, Kupang, Nusa Tenggara Timur 85211, Indonesia
Stefanus Lio Program Studi Pendidikan Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandira, Jalan Jend. A. Yani Nomor 50-52, Kupang, Nusa Tenggara Timur 85211, Indonesia
Dhiu Margaretha Program Studi Pendidikan Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandira, Jalan Jend. A. Yani Nomor 50-52, Kupang, Nusa Tenggara Timur 85211, Indonesia
Jefri Marianus Aprilius Un Program Studi Pendidikan Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandira, Jalan Jend. A. Yani Nomor 50-52, Kupang, Nusa Tenggara Timur 85211, Indonesia

DOI:

https://doi.org/10.36312/nuras.v6i4.1888

Keywords:

Academic Stress, Emotional Regulation, Mindfulness, Students, Training

Abstract

High academic demands often trigger stress and reduce students' learning focus at school, while facilities for emotional regulation training remain very limited. This community service activity aims to increase students' mindfulness capacity as a psychological resource in coping with learning pressure. The program implementation method utilized a one-group pretest-posttest quasi-experimental design involving 25 target students. The intervention was conducted through academic stress psychoeducation, an introduction to mindfulness concepts, and direct practice of mindful breathing and body scan meditation techniques. Program evaluation was measured using the Five Facet Mindfulness Questionnaire (FFMQ) analyzed with a Paired Samples T-test using SPSS. Statistical results showed a statistically significant increase in students' mindfulness capacity between before and after the training, with a mean difference of -3.920 (p = 0.018). This mean difference indicates that the average mindfulness score of students after attending the training (post-test) increased by 3.920 points compared to before the training (pre-test). These findings empirically prove that mindfulness training effectively enhances students' mindfulness capacity. The impact of this activity is equipping students with mindfulness skills that can be integrated by Guidance and Counseling (BK) teachers to support student mental health in the school environment.

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