Mindfulness-Based Learning and Guidance Innovations to Improve Academic Resilience of Junior High School Students in the Digital Era

• Silviedriya Mayfani

  Indonesia University of Education

  Author

• Ipah Saripah

  Indonesia University of Education

  Author

• Sudaryat Nurdin Akhmad

  Indonesia University of Education

  Author

• Dadang Sudjarat

  Indonesia University of Education

  Author

Junior high school students are at a stage of development that is vulnerable to academic pressure due to high learning demands and the influence of the digital environment. Academic resilience is an important skill that enables students to persevere and bounce back from learning difficulties. One factor that plays a role in the formation of academic resilience is mindfulness, which is the awareness of the present moment in an open and non-judgmental manner. This study aims to analyze the relationship between mindfulness and students' academic resilience and to develop ideas for mindfulness-based learning and guidance innovations in schools. The study uses a correlational quantitative approach with the Spearman-Brown technique. The research population involved all eighth-grade students at SMP Negeri 12 Bandung, selected using a saturated sampling technique. The instruments used included the Kentucky Inventory of Mindfulness Skills (KIMS) to measure mindfulness and the Academic Resilience Scale (ARS-30) to measure academic resilience. The results showed that the students' mindfulness level was in the moderate category, while their academic resilience was in the high category. Data analysis shows a positive and significant relationship between mindfulness and academic resilience, albeit in the weak category. These findings provide a basis for developing innovative mindfulness-based learning and guidance services to strengthen students' academic resilience and emotional well-being in the digital age.

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