<![CDATA[Introduction: Stress is one of the common psychological issues experienced by students, particularly due to academic pressure, social factors, and expectations from their surroundings. If not properly managed, stress can disrupt the learning process, mental health, and the overall well-being of students. This study aims to identify the level of stress experienced by students and the effectiveness of doodling therapy as a coping strategy. Stress among students can affect their academic performance and emotional well-being. Doodling therapy, as a form of art therapy, is expected to be an effective intervention in reducing stress. Method: The method used is a pre-experimenalt with a pretest-posttest design. The research subjects are 30 students. The instrument used is the Educational Stress Scale for Adolescents (ESSA) to measure the students' stress levels, and the data were analyzed using the Wilcoxon Signed Rank Test. Result: The research results show a significant reduction in stress levels after the implementation of doodling therapy, with a p-value of 0.001 (p < 0.05). Doodling therapy helps students express emotions freely, reduce anxiety levels, and improve mood. Conclusion: Doodling therapy is effective in reducing stress in students because of its simplicity, flexibility, and the fact that it can be done at any time.]]>
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