The Effect of Mindfulness Practices on Learning Anxiety: A Case Study on High School Students

Deswi Metasari, Ayu Andriyaningsih, Burmansah Burmansah, Eko Pramono, Juni Suryanadi, Rini Kasrah, Wistina Seneru

Abstract

The purpose of this study was to examine the effect of mindfulness practice on students' learning anxiety. Students often face problems such as a lack of understanding of the material presented during lessons and difficulty completing assignments. This study uses a quantitative approach, using a survey method. The population consists of 118 students, with a sample of 81 respondents selected through Proportional Random Sampling. The study was conducted on high school students in the 2024/2025 academic year. The study showed a significant favorable influence between mindfulness practices and learning anxiety, with a t-value of 7.303 and a significance level of 0.000 (<0.05). Simple regression analysis produced an R-squared value of 0.375, indicating that mindfulness practices explain 37.5% of the variation in learning anxiety, while other factors influence the remaining 62.5%.

Keywords

Mindfulness Practice; Anxiety; Learning; Mindful Learning

Full Text:

PDF

References

M. T. Costado Dios and J. C. Piñero Charlo, “Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case Study,” Educ Sci (Basel), vol. 14, no. 2, p. 171, Feb. 2024, doi: 10.3390/educsci14020171.

I. Warsah, E. Carles, R. Morganna, S. Anggraini, S. Silvana, and S. Maisaroh, “Usaha Guru Mengurangi Kecemasan Belajar Siswa Dalam Pembelajaran Pai,” At-Ta’Dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam, vol. 15, no. 1, pp. 31–48, 2023, doi: 10.47498/tadib.v15i1.1763.

Melsasail, “Pandangan Agama dalam Menghadapi Anxiety Disorder yang Dialami oleh Masyarakat,” IJM: Indonesian Journal of Multidisciplinary, vol. 1, pp. 10–21, 2023.

D. H. Oktawirawan, “Faktor Pemicu Kecemasan Siswa dalam Melakukan Pembelajaran Daring di Masa Pandemi Covid-19,” Jurnal Ilmiah Universitas Batanghari Jambi, vol. 20, no. 2, p. 541, 2020, doi: 10.33087/jiubj.v20i2.932.

D. Henriksen, C. Richardson, and K. Shack, “Mindfulness and creativity: Implications for thinking and learning,” Think Skills Creat, vol. 37, no. June, pp. 1–10, 2020, doi: 10.1016/j.tsc.2020.100689.

B. Burmansah, R. Rugaiyah, and M. Mukhtar, “A case study of mindful leadership in an ability to develop focus, clarity, and creativity of the buddhist higher education institute leader,” International Journal of Higher Education, vol. 8, no. 6, pp. 57–69, 2019, doi: 10.5430/ijhe.v8n6p57.

B. Burmansah, R. Rugaiyah, M. Mukhtar, S. Nabilah, A. J. H. Ripki, and A. Fatayan, “Mindful leadership: The ability of the leader to develop compassion and attention without judgment - A case study of the leader of buddhist Higher education Institute,” European Journal of Educational Research, vol. 9, no. 1, pp. 51–65, Jan. 2020, doi: 10.12973/eu-jer.9.1.51.

C. Kusuma, V. A. M. Saputri, R. Kasrah, I. Yudhawati, and S. A. Gautama, “The Practice of Mindful Communication Brings the Strong Effect on Spiritual Intelligence of School Students,” Journal of Communication, Religious, and Social Sciences, vol. 1, no. 1, pp. 35–46, 2023, [Online]. Available: https://ejournal.stiab-jinarakkhita.ac.id/index.php/jocrss

A. Andriyaningsih, T. Ismoyo, susanto, and J. Suryanadi, “Mindfulness Sitting: Enhancing Students’ Listening Skill at Jinarakkhita Buddhist College Lampung,” Journal of Education, Religious, and Instructions (JoERI), vol. 1, no. 2, pp. 59–63, Dec. 2023, doi: 10.12816/0040336.

A. Sugata, S. A. Gautama, E. Pramono, B. Burmansah, and R. Rapiadi, “Pengaruh Mindfulness terhadap Minat Belajar Mahasiswa Sekolah Tinggi Ilmu Agama Buddha Jinarakkhita Bandar Lampung Tahun 2021,” Jurnal Agama Buddha dan Ilmu Pengetahuan, vol. 8, no. 2, pp. 87–95, 2022, doi: 10.53565/abip.v8i2.649.

S. H. Sutanto and G. Immanuela, “Mengenal mindfulness bagi siswa Sma (understanding mindfulness for high school students),” Jurnal Pengabdian Psikologi Devotion, vol. 1, no. 1, pp. 12–20, 2022.

Sugiyono, Metode Penelitian Kualitatif Dan Kuantitatif. Bandung: Alfabeta CV, 2021.

S. Arikunto, “Proses Penelitian Suatu Pendekatan Praktek,” p. 146, 2019.

A. Kumar, A. Singh, and M. Jahan, “Application of mindfulness on stress, anxiety, and well-being in an adolescent student: A case study,” Ind Psychiatry J, vol. 29, no. 1, p. 165, 2020, doi: 10.4103/ipj.ipj_75_17.

T. T. L. Tran, “An Investigation into the Causes of Students’ Anxiety in Learning English Speaking Skills,” International Journal of TESOL & Education, vol. 2, no. 3, pp. 183–196, Jun. 2022, doi: 10.54855/ijte.222312.

E. A. Fransiska, “Faktor yang memengaruhi tingkat kecemasan akademik pada mahasiswa,” Jurnal Keperawatan, vol. 16, no. 2549–8118, pp. 87–94, 2023.

S. Siska Dwi Astiati and I. Ilham, “Analisis Faktor Penyebab Kecemasan Belajar Matematika Pada Siswa Sekolah Menengah Atas (SMA),” Jurnal Ilmiah Mandala Education, vol. 9, no. 2, pp. 1294–1302, 2023, doi: 10.58258/jime.v9i2.5070.

I. Herawati, U. Makhmudah, and C. T. Suryawati, “Hubungan Antara Self-Regulated Learning dengan Kecemasan Akademik Pada Peserta Didik,” Jurnal Psikoedukasi dan Konseling, vol. 7, no. 1, p. 40, 2023, doi: 10.20961/jpk.v7i1.72479.

S. Mineka and K. Oehlberg, “The relevance of recent developments in classical conditioning to understanding the etiology and maintenance of anxiety disorders,” Acta Psychol (Amst), vol. 127, no. 3, pp. 567–580, Mar. 2008, doi: 10.1016/j.actpsy.2007.11.007.

P. Fattahi Marnani and S. Cuocci, “Foreign Language Anxiety: A Review on Theories, Causes, Consequences and Implications for Educators,” 2022.

L. Cheng, “Delving into the role of mindfulness on the relationship among creativity, anxiety, and boredom of young EFL learners,” Feb. 01, 2023, Elsevier Ltd. doi: 10.1016/j.heliyon.2023.e13733.

I. Wagner, T. Noichl, M. Cramer, G. E. Dlugosch, and I. Hosenfeld, “Moderating personal factors for the effectiveness of a self-care- and mindfulness-based intervention for teachers,” Teach Teach Educ, vol. 144, Jul. 2024, doi: 10.1016/j.tate.2024.104576.

J. McConville, R. McAleer, and A. Hahne, “Mindfulness Training for Health Profession Students—The Effect of Mindfulness Training on Psychological Well-Being, Learning and Clinical Performance of Health Professional Students: A Systematic Review of Randomized and Non-randomized Controlled Trials,” EXPLORE, vol. 13, no. 1, pp. 26–45, Jan. 2017, doi: 10.1016/j.explore.2016.10.002.

DOI: https://doi.org/10.20961/ijsascs.v8i2.95112

Refbacks

  • There are currently no refbacks.