HUBUNGAN MINDFULNESS DENGAN RESILIENSI AKADEMIK PADA PESERTA DIDIK SMP NEGERI 12 BANDUNG SERTA IMPLIKASINYA BAGI LAYANAN BIMBINGAN DAN KONSELING

Silviedriya Mayfani, - and Sudaryat Nurdin Akhmad, - and Dadang Sudrajat, - (2025) HUBUNGAN MINDFULNESS DENGAN RESILIENSI AKADEMIK PADA PESERTA DIDIK SMP NEGERI 12 BANDUNG SERTA IMPLIKASINYA BAGI LAYANAN BIMBINGAN DAN KONSELING. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Peserta didik SMP berada pada tahap perkembangan yang rentan terhadap tekanan akademik. Resiliensi akademik menjadi kemampuan penting agar peserta didik dapat bertahan dan bangkit dari kesulitan belajar. Salah satu faktor dari resiliensi akademik adalah mindfulness, yaitu kesadaran penuh terhadap momen saat ini secara terbuka dan tanpa menghakimi. Penelitian ini bertujuan untuk mengetahui kecenderungan umum mindfulness dan resiliensi akademik serta hubungan kedua variabel tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional dengan teknik Spearman-Brown. Populasi penelitian ini melibatkan seluruh peserta didik kelas VIII, yang diperoleh dengan teknik sampel jenuh (census sampling). Instrumen yang digunakan dalam penelitian ini adalah Kentucky Inventory of Mindfulness Skills (KIMS) yang dikembangkan oleh Baer, Smith, dan Allen (2004) untuk mengukur mindfulness, dan Academic Resilience Scale (ARS-30) dari Cassidy (2016) untuk mengukur resiliensi akademik, yang diuji validitas dan reliabilitasnya. Hasil penelitian ini menunjukkan kecenderungan umum mindfulness pada kategori sedang sementara resiliensi akademik berada pada kategori tinggi. Selanjutnya terdapat hubungan positif dan signifikan antara mindfulness dengan resiliensi akademik, dalam kategori lemah. Hasil ini memberikan implikasi penting bagi pengembangan layanan bimbingan dan konseling, khususnya pada layanan dasar, melalui penguatan aspek-aspek mindfulness untuk mendukung resiliensi akademik peserta didik dalam menghadapi berbagai tantangan akademik. Junior high school students are in a developmental stage that is vulnerable to academic pressure. Academic resilience is an essential ability that enables students to endure and recover from learning difficulties. One of the factors contributing to academic resilience is mindfulness, which refers to full awareness of the present moment in an open and non-judgmental manner. This study aims to examine the general tendencies of mindfulness and academic resilience, as well as the relationship between the two variables. The research employed a quantitative approach with a correlational method using the Spearman-Brown technique. The population consisted of all eighth-grade students, selected using the census sampling technique. The instruments used in this study were the Kentucky Inventory of Mindfulness Skills (KIMS) developed by Baer, Smith, and Allen (2004) to measure mindfulness, and the Academic Resilience Scale (ARS-30) developed by Cassidy (2016) to measure academic resilience, both of which were tested for validity and reliability. The results showed that students' general tendency toward mindfulness fell into the moderate category, while academic resilience was in the high category. Furthermore, there was a positive and significant relationship between mindfulness and academic resilience, albeit in the weak category. These findings provide important implications for the development of guidance and counseling services, particularly in basic services, through the enhancement of mindfulness aspects to support students' academic resilience in facing various academic challenges.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=en&view_op=list_works&gmla=AH8HC4xBWOfvLhcduZXtCus3qfgLUdHpVDyCCQPMFRZQJMqUTtZgT89N6bkj4ntJ1Nh1ezCi4oFgZq-Kh14kkg&user=mMBDyrEAAAAJ ID SINTA Dosen Pembimbing: Sudaryat Nurdin Akhmad : 5994926 Dadang Sudrajat : 5995404
Uncontrolled Keywords:	Mindfulness, resiliensi akademik, peserta didik, bimbingan dan konseling. Mindfulness, academic resilience, junior high school students, guidance and counseling.
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Fakultas Ilmu Pendidikan > Bimbingan dan Konseling-S1
Depositing User:	Silviedriya Mayfani
Date Deposited:	03 Oct 2025 07:39
Last Modified:	03 Oct 2025 07:39
URI:	http://repository.upi.edu/id/eprint/141791

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