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All Journal GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Jurnal Pengabdian Magister Pendidikan IPA Jurnal Ilmiah Profesi Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan Journal of Science and Science Education (JoSSEd) Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya
Muhammad Yamin
Universitas Mataram
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Konseling Kelompok Berbasis Cognitive Behavior Therapy untuk Mengatasi Stres Akademik Mahasiswa dalam Penyusunan Skripsi Ade Andriyan; Muhammad Yamin; Muhammad Amin Arqi; Lalu Raftha Patech
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.15802

Abstract

Academic stress is a psychological condition that occurs when students perceive academic demands as exceeding their personal capacity to cope. This problem is commonly experienced by final-year students who are writing undergraduate theses, as they face pressure related to research completion, supervision, academic expectations, time management, and future uncertainty. This study aimed to describe the implementation of group counseling using a Cognitive Behavior Therapy (CBT) approach to address academic stress among students writing their theses. A descriptive qualitative approach with a case study design was employed. The counseling program was conducted from September 12 to July 24, 2024, involving six final-semester students who participated in four structured counseling sessions. Data were collected through observation, counseling records, interviews, and documentation of participants’ experiences during the thesis-writing process. The findings showed that students experienced academic stress in physical, emotional, cognitive, and behavioral forms, including fatigue, anxiety, self-blame, lack of confidence, procrastination, and difficulty initiating thesis-related tasks. The CBT-based group counseling process helped students identify irrational thoughts, maladaptive beliefs, and negative emotional responses related to thesis completion. Through self-management techniques, including self-monitoring, stimulus control, and self-reinforcement, students were encouraged to regulate their thoughts, emotions, and behaviors more adaptively. The findings indicate that CBT-based group counseling can support students in understanding the sources of academic stress, restructuring negative thoughts, and developing more effective coping strategies. This study provides practical implications for university counseling services and study programs in designing structured psychosocial support for final-year students to reduce academic stress and improve thesis completion readiness.
Co-Authors Ade Andriyan Agus Muliadi Agus Muliadi Agus Muliadi Andra Ade Riyanto Asrorul Makmur Azizi Bachtiar Ardiansyah Bakhtiar Ardiansyah Bakhtiar Ardiansyah Bakhtiar Ardiansyah Hamidi Hamidi I Wayan Mertha Iswari Fauzi Iswari Fauzi Iswari Fauzi Iswari Pauzi Joni Rokhmat Khairuddin Lalu Raftha Patech Muh. Zaini Hasanul Muttaqin Muhammad Amin Arqi Muhammad Sarjan MULIA RASYIDI Rindu Rahmatiah Rindu Rahmatiah Sudirman Sudirman Sudirman Sudirman Yusran Khery Yusran Khery Yusran Khery