Efektivitas Teknik Mindfulness dalam Konseling Kelompok untuk Menurunkan Stres Akademik Mahasiswa Tingkat Akhir

Naisatul  Amalya; Wanty Khaira

doi:10.37411/jgcj.v6i2.3907

Naisatul Amalya UIN Ar-Raniry Banda Aceh
Wanty Khaira UIN Ar-Raniry Banda Aceh

DOI: https://doi.org/10.37411/jgcj.v6i2.3907

Keywords: Mindfulness Techniques, Academic Stress, Group Counseling

Abstract

Final-year university students often experience substantial academic stress due to the pressures of completing a thesis, managing supervisory dynamics, and meeting graduation requirements. This study examines the effectiveness of a mindfulness-based group counseling intervention in reducing academic stress among final-year students in the Guidance and Counseling Study Program. The research employed a one-group pretest–posttest design with seven purposively selected participants who exhibited moderate to high levels of academic stress. The intervention consisted of three group counseling sessions incorporating mindfulness techniques, including mindful breathing, STOP practice, cognitive–emotional observation, and guided reflection. Academic stress was measured using a validated and reliable stress scale. A paired-samples t-test revealed a significant decrease in stress scores from 87.60 (pretest) to 64.71 (posttest), t = 3.894, p = 0.008. These findings indicate that mindfulness-based group counseling effectively reduces academic stress and enhances emotional regulation in this sample. Practical implications suggest integrating mindfulness practices into university counseling services. The primary limitation is the small sample size; future research should employ larger samples and controlled experimental designs.

Author Biography

Wanty Khaira, UIN Ar-Raniry Banda Aceh

Final year students often experience academic stress caused by the pressure of completing their thesis, dynamics in the guidance process with lecturers, repeated revisions, and demands to graduate within a certain time frame. This pressure often has an impact on psychological disorders such as anxiety, mental fatigue, and even decreased academic motivation. Therefore, an appropriate intervention approach is needed to help students manage stress in a healthy way. One approach that has proven effective is the mindfulness technique, which is the practice of full awareness of current experiences without negative judgment. This study aims to determine the effectiveness of the mindfulness technique applied in group counseling services on reducing the level of academic stress of final year students of the Guidance and Counseling Study Program. This study uses a quantitative approach with a pre-experimental design type one group pretest-posttest design. The sample consisted of 7 students who were selected by purposive sampling with criteria of moderate to high stress levels. The instrument used was an academic stress scale compiled based on three aspects, namely biological and psychological. The intervention was carried out through three mindfulness-based group counseling sessions which included conscious breathing exercises, the STOP technique, awareness of thoughts and emotions, and group reflection. The results of the analysis using the paired sample t-test showed a value of t = 3.894 with a significance of p = 0.008 (p < 0.05), which indicated a significant difference between the pretest and posttest scores. The average academic stress score decreased from 87.60 to 64.71, indicating that the intervention had a significant positive effect. Thus, it can be concluded that mindfulness-based group counseling services are effective in reducing academic stress levels, strengthening emotional regulation, and supporting the psychological well-being of final year students during the completion of their studies.

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