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Implementasi Mindfulness dalam Meningkatkan Regulasi Emosi dan Menurunkan Stres Akademis Siswa di Era Digital

Azam Syukur Rahmatullah, Dewi Sekar Kencono, Hasanudin Nur, Devita Sari Sono, Asrofi Tiktana, Eko Harianto

Jurnal Nusantara Berbakti July 7, 2026 DOI: 10.59024/jnb.v4i3.717 (opens in new tab)

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Study at a glance

AI-extracted from the abstract
Characteristics Community service program (qualitative) Peer reviewed
Population Adolescents at MA Plus Nururrohmah
Intervention Mindfulness-based intervention
Topics Meditation
Key findings The program improved emotional awareness, stress recognition, engagement, and positive emotional states among students. The authors propose that mindfulness implementation contributes to enhancing emotion regulation and reducing academic stress, with potential as a sustainable school-based mental health intervention model.

Abstract

The rapid development of the digital era has significantly impacted adolescents by increasing academic stress due to academic demands, performance pressure, and technological distractions. This condition is often exacerbated by low levels of emotion regulation, which negatively affect students’ learning focus and psychological well-being. Therefore, effective interventions are needed to help students manage their emotions adaptively. This community service program aims to enhance emotional balance and reduce academic stress through a mindfulness-based intervention at MA Plus Nururrohmah. The program employed a participatory approach with stages of preparation, implementation, and evaluation. It was conducted in two main sessions: a mindfulness session delivered by Erlin Kurnia Sri Rejeki, M.Pd.I, and an interactive stress-release session facilitated by Estria Solihatun Nurjannah, M.Pd. Data were collected qualitatively through observation, documentation, and analysis of students’ responses and participation. The results show improved emotional awareness, better recognition of stress conditions, and increased student engagement. Additionally, students demonstrated more positive emotional states after the program. Thus, mindfulness implementation contributes positively to enhancing emotion regulation and reducing academic stress and has potential as a sustainable school-based mental health intervention model.

Comparable studies

Other qualitative studies on meditation, most cited first.

Study Year Design Participants
The varieties of contemplative experience: A mixed-methods study of meditation-related challenges in Western Buddhists Western Buddhist meditation practitioners and experts in Theravāda, Zen, and Tibetan... 2017 Qualitative study with mixed-methods
The Effects of Mindfulness-based Stress Reduction on Nurse Stress and Burnout Nurses in a hospital system 2004 Implementation study with mixed methods
An exploratory mixed methods study of the acceptability and effectiveness of mindfulness -based cognitive therapy for patients with active depression and anxiety in primary care Primary care patients with recurrent depression or recurrent depression and anxiety 2006 Exploratory mixed methods study n = 13
A qualitative study of mindfulness‐based cognitive therapy for depression Participants in mindfulness-based cognitive therapy in a mental-health context 2001 Qualitative study n = 7
Effortless awareness: using real time neurofeedback to investigate correlates of posterior cingulate cortex activity in meditators' self-report Meditators 2013 Qualitative study using grounded theory methodology

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Meditation