EFEKTIVITAS BIMBINGAN KELOMPOK MINDFULNESS JOURNALING UNTUK MENINGKATKAN REGULASI EMOSI SISWA SEKOLAH MENENGAH ATAS (Studi Quasi Eksperimen Pada Siswa Kelas X SMA Negeri 1 Ciruas)
Inggrit Putri Samudra, Raudah Zaimah Dalimunthe, Meilla Dwi Nurmala
Didaktik Jurnal Ilmiah PGSD STKIP Subang August 28, 2026 DOI: 10.36989/didaktik.v12i03.18694 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental study with a non-equivalent control-group design Peer reviewed |
|---|---|
| Sample size | 20 |
| Population | Tenth-grade students at SMAN 1 Ciruas, Indonesia |
| Interventions | Mindfulness-journaling-based group guidance Conventional group discussion |
| Duration | Six sessions |
| Measures | Emotion Regulation Questionnaire-Process Model (ERQ-30) |
| Topics | Meditation |
| Key findings | Mindfulness-journaling-based group guidance was associated with larger improvements in emotion regulation than conventional group discussion: the experimental group's adaptive score rose from 68.7 to 91.6 (N-Gain 0.64) and its maladaptive score fell from 85.5 to 61.1 (N-Gain -1.4), with significant between-group differences for adaptive (p < 0.001) and maladaptive (p = 0.003) strategies. The authors conclude the approach is effective for senior high school students. |
Abstract
Emotion regulation is an important developmental task for senior high school students, yet a preliminary study at SMAN 1 Ciruas showed that 68.1% of 426 students (from the Student Needs Questionnaire) had not been able to manage their emotions adaptively, and about 112 students had spontaneously used unstructured writing to release negative emotions. This study aimed to describe the level of students' emotion regulation and to examine the effectiveness of group guidance using mindfulness journaling in improving it. A quasi-experimental method with a non-equivalent control-group design was used, involving 20 tenth-grade students selected through purposive sampling: 10 in the experimental group, who received six sessions of mindfulness-journaling-based group guidance, and 10 in the control group, who received conventional group discussion. Data were collected using the adapted Emotion Regulation Questionnaire-Process Model (ERQ-30) developed by Preece and Gross. Because the Shapiro-Wilk normality test showed the data were not normally distributed, hypothesis testing used the non-parametric Mann-Whitney U Test. Results showed a significant difference between groups for both adaptive strategies (p < 0.001) and maladaptive strategies (p = 0.003). The experimental group's adaptive score rose from 68.7 to 91.6 (N-Gain 0.64) and its maladaptive score fell from 85.5 to 61.1 (N-Gain -1.4), both markedly larger changes than in the control group. These findings indicate that mindfulness-journaling-based group guidance is effective in increasing adaptive emotion-regulation strategies and reducing maladaptive ones among senior high school students.
Comparable studies
Other experimental studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| The benefits of being present: Mindfulness and its role in psychological well-being. Cancer patients (clinical intervention study) | 2003 | Mixed methods: scale development, correlational, quasi-experimental, laboratory, experience-sampling, and clinical intervention study | |
| Loving-kindness meditation increases social connectedness. | 2008 | Controlled laboratory experiment | |
| Mindfulness and mind-wandering: Finding convergence through opposing constructs. | 2012 | Two studies: correlational study and experimental study | |
| Mental Training Enhances Attentional Stability: Neural and Behavioral Evidence | 2009 | Experimental study | |
| Mindfulness meditation and substance use in an incarcerated population. Incarcerated population | 2006 | Quasi-experimental with treatment-as-usual control condition |