Academic Buoyancy Mahasiswa: Peran Pendekatan Cognitive Behavior Modification dan Teknik Self Instruction Training
DOI:
https://doi.org/10.58706/jipp.v8n1.p123-135Keywords:
Academic Buoyancy, Cognitive Behavior Modification, Self Instruction Training, MahasiswaAbstract
Permasalahan academic buoyancy atau kemampuan mahasiswa dalam menghadapi tekanan akademik sehari-hari menjadi tantangan yang semakin nyata di lingkungan perguruan tinggi. Penelitian ini bertujuan untuk merancang dan menguji efektivitas pendekatan cognitive behavior modification (CBM) yang dipadukan dengan teknik self-instruction training dalam mengembangkan academic buoyancy mahasiswa. Pendekatan penelitian yang digunakan adalah mix methods dengan strategi embedded concurrent, yaitu pengumpulan data kualitatif dan kuantitatif secara bersamaan dalam satu tahap. Populasi penelitian terdiri dari 1.615 mahasiswa, dan sampel diambil sebanyak 321 responden menggunakan rumus Slovin dengan toleransi kesalahan 5% dan teknik proportional random sampling. Subjek berasal dari Jurusan Pendidikan IPS Universitas Lampung (274 mahasiswa) dan Program Studi Pendidikan IPS IAIN Metro (47 mahasiswa). Hasil penelitian menunjukkan bahwa penerapan teknik self-instruction training dalam pendekatan CBM secara konsisten mampu meningkatkan aspek kognitif dan afektif dalam academic buoyancy mahasiswa. Kesimpulan dari penelitian ini adalah bahwa intervensi psikopedagogis berbasis CBM efektif dalam membantu mahasiswa mengelola tekanan akademik secara adaptif. Temuan ini memberikan implikasi penting bagi institusi pendidikan tinggi untuk mengintegrasikan program penguatan academic buoyancy dalam layanan bimbingan dan pengembangan karakter mahasiswa.
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