Peer Counseling Based on Mindful Learning to Reduce Students’ Academic Anxiety in Border Areas: A Community Service Approach

Emmy Ardiwinata; Tri Cahyono; Kusumawati; Erna Dwi Nugraini; Siti Rahmi; Siti Maliha; Urotul Aliyah; Nisa Ariantini; Nurul Fadilah; Nurul Azizah; Tuti Azizah; Rafida; Riski Sovayunanto

doi:10.35568/abdimas.v9i2.7824

Authors

Emmy Ardiwinata Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Tri Cahyono Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Kusumawati Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Erna Dwi Nugraini Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Siti Rahmi Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Siti Maliha Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Urotul Aliyah Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Nisa Ariantini Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Nurul Fadilah Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Nurul Azizah Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Tuti Azizah Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Rafida Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan
Riski Sovayunanto Universitas Borneo Tarakan, Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan

DOI:

https://doi.org/10.35568/abdimas.v9i2.7824

Keywords:

Academic anxiety, Peer counseling, Mindful learning, Student mental health

Abstract

This community service program aimed to reduce students’ academic anxiety through peer counseling based on mindful learning at Madrasah Aliyah Al Ikhlas Nunukan, North Kalimantan. A participatory approach was employed, including socialization, training, implementation, mentoring, and evaluation stages. Selected students were trained as peer counselors using basic counseling skills integrated with mindful learning techniques such as mindful breathing, focused attention, and acceptance strategies. The results indicated a significant improvement in students’ understanding of academic anxiety and their ability to manage stress, as evidenced by pre- and post-test comparisons. Additionally, a Peer Counselor Mindful Learning community was successfully established as a sustainable support system. These findings suggest that integrating peer counseling with mindful learning is an effective and contextually relevant strategy for enhancing students’ psychological well-being in resource-limited areas.

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References

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