Pengaruh Mindfulness Terhadap Stress Akademik Pada Siswa Dengan Resiliensi Sebagai Variabel Mediasi

Abstract

Sistem pendidikan boarding school memiliki tuntutan akademik dan kedisiplinan yang tinggi sehingga berpotensi meningkatkan stres akademik siswa. Dalam kerangka psikologi positif, mindfulness dan resiliensi dipandang sebagai faktor protektif yang membantu siswa mengelola tekanan akademik. Penelitian ini bertujuan untuk menguji pengaruh mindfulness terhadap stres akademik pada siswa boarding school dengan resiliensi sebagai variabel mediasi. Penelitian menggunakan pendekatan kuantitatif dengan sampel 330 siswa Madrasah Aliyah Yayasan Islamic Centre Sumatera Utara. Data dikumpulkan melalui skala mindfulness, stres akademik, dan resiliensi, kemudian dianalisis menggunakan SEM-PLS. Hasil penelitian menunjukkan bahwa seluruh hipotesis diterima. Analisis SEM-PLS menunjukkan bahwa semua hipotesis yang diajukan didukung (p = 0.000; t > 1.96). Mindfulness memiliki efek negatif yang signifikan terhadap stres akademik (β = -0.292; t = 5.142) dan efek positif yang signifikan terhadap resiliensi (β = 0.554; t = 14.373). Stres akademik secara signifikan berdampak negatif terhadap resiliensi (β = -0.284; t = 5.823). Selain itu, resiliensi secara parsial memediasi hubungan antara mindfulness dan stres akademik (β = -0.158; t = 5.098). Temuan ini menunjukkan bahwa mindfulness mengurangi stres akademik baik secara langsung maupun tidak langsung melalui peningkatan resiliensi di kalangan siswa boarding. demands, which have the potential to increase students' academic stress. Within the framework of positive psychology, mindfulness and resilience are viewed as protective factors that help students manage academic pressure. This study aims to examine the effect of mindfulness on academic stress in boarding school students with resilience as a mediating variable. The study uses a quantitative approach with a sample of 330 students from Madrasah Aliyah Yayasan Islamic Centre North Sumatra. Data were collected through mindfulness, academic stress, and resilience scales, and then analyzed using SEM-PLS. The results of the study show that all hypotheses were accepted. SEM-PLS analysis shows that all proposed hypotheses are supported (p = 0.000; t > 1.96). Mindfulness has a significant negative effect on academic stress (β = -0.292; t = 5.142) and a significant positive effect on resilience (β = 0.554; t = 14.373). Academic stress significantly negatively impacts resilience (β = -0.284; t = 5.823). In addition, resilience partially mediates the relationship between mindfulness and academic stress (β = -0.158; t = 5.098). These findings indicate that mindfulness reduces academic stress both directly and indirectly through increased resilience among boarding students.