Development of the Mindfulness-Based Physical Education (MBPE) Model to Reduce Academic Stress Among Senior High School Students
Joni Hidayat, Suriyadi Datau
International Journal of Education Vocational and Social Science July 8, 2026 DOI: 10.63922/ijevss.v5i03.3778 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Research and development (R&D) study using the ADDIE model with a quasi-experimental comparison Peer reviewed |
|---|---|
| Sample size | 60 |
| Population | Senior high school students |
| Intervention | Mindfulness-Based Physical Education (MBPE) learning model |
| Measures | Perceived Stress Scale (PSS-10) |
| Topics | Meditation |
| Key findings | The Mindfulness-Based Physical Education (MBPE) model reduced academic stress scores by 10.24 points in the experimental group, compared with a 2.08-point reduction in the control group, a significant difference with a large effect size (Cohen's d=1.24). The authors conclude the model is valid, practical, and effective for reducing academic stress among senior high school students. |
Abstract
Academic stress is a prevalent problem among senior high school students due to high curricular demands and academic pressure. This study aims to develop and examine the effectiveness of a Mindfulness-Based Physical Education (MBPE) learning model in reducing academic stress by integrating mindfulness practices into Physical Education, Sport, and Health (PESH) learning. This study employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Sixty high school students were selected through purposive sampling and divided into an experimental group (n=30) and a control group (n=30). Academic stress was measured using the Perceived Stress Scale (PSS-10). Data were analyzed using paired sample t-test, independent sample t-test, and Cohen's d effect size. Expert validation yielded a feasibility score of 97% (Very Valid). The experimental group's academic stress scores decreased by 10.24 points (from 28.67 to 18.43), compared to the control group's marginal reduction of 2.08 points (from 27.94 to 25.86). The independent sample t-test produced t=6.432 with Sig.=0.000 and Cohen's d=1.24 (large effect). Model implementation fidelity averaged 90.5%, with 91-94% of students responding positively. This study concludes that the MBPE model is valid, practical, and effective in reducing academic stress among senior high school students within PESH learning.
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 |