EFEKTIVITAS PELATIHAN MANAJEMEN STRES HOLISTIK UNTUKMENURUNKANACADEMICSTRESSPADASISWAKELAS TAKHASSUS

Abstract

Academic stress has become a significant concern in religious-based secondary schools, where students are required to balance high academic expectations with intensive spiritual obligations. However, empirical studies addressing stress-management interventions specifically for Takhassus students remain limited, creating a need for preventive programs that consider their unique learning context. This study investigates the effectiveness of a holistic stress-management psychoeducation program in reducing academic stress among students in the Takhassus program at MAN 3 Padang. A quasi- experimental pretest–posttest control group design was used, involving 26 students selected through purposive sampling. The intervention consisted of eight psychoeducation sessions delivered over four weeks, integrating physical relaxation, emotional regulation, cognitive reframing, and spiritual grounding techniques. Academic stress (dependent variable) was measured using the Educational Stress Scale for Adolescents (ESSA), covering five indicators: pressure from study, workload, worry about grades, self-expectation, and despondency. The holistic stress-management psychoeducation (independent variable) demonstrated significant effects based on the paired t-test, which showed a substantial decline in academic stress after the intervention (t = 39.697, p < .001). The independent sample t-test further indicated that students in the experimental group experienced greater improvements in emotional regulation, cognitive flexibility, and spiritual awareness compared to the control group (t = –11.852, p < .001). These findings highlight the relevance of integrating holistic-based psychoeducation as a feasible preventive mental-health strategy for students in religious-intensive academic settings.