<![CDATA[Academic pressure in Islamic Religious Education (PAI) at the junior high school level often triggers stress, cognitive fatigue, and reduced academic resilience among students. This study aims to examine the influence of Islamic spirituality and emotion regulation on students' academic resilience at SMP N 1 Jujuhan in facing PAI academic pressure. The research employed a quantitative explanatory design with a cross-sectional survey approach. The sample consisted of 124 seventh to ninth-grade students selected through proportional random sampling. Instruments included an Islamic spirituality scale (α=0.89), an emotion regulation scale (ERQ, α=0.87), and an academic resilience scale (α=0.91). Data were analyzed using classical prerequisite tests and multiple linear regression. Results indicate that (1) Islamic spirituality positively and significantly affects academic resilience (β=0.43; p=0.000); (2) emotion regulation positively and significantly affects academic resilience (β=0.37; p=0.001); (3) simultaneously, both variables explain 59.2% of the variance in academic resilience (R²=0.592; F=86.34; p=0.000). No multicollinearity (VIF<2.1) or heteroscedasticity was detected. Findings confirm that the internalization of Islamic spiritual values and adaptive emotion management function as psychological resources that strengthen students' academic resilience under PAI-related pressure. The study recommends integrating Islamic positive psychology approaches and emotion regulation training into guidance counseling services and holistic PAI pedagogy.]]>
