<![CDATA[ABSTRACT Academic stress is one of the problems that can interfere with students’ learning processes and development; therefore, an appropriate intervention is needed to help students manage academic pressure and negative thoughts. This study aimed to determine the effect of the Cognitive Restructuring technique on the academic stress of students at SMP Islam Arrohman Gerintuk, Central Lombok, Southwest Praya, in the 2026/2027 academic year. This study employed a quantitative approach using an experimental method with a One Group Pretest-Posttest Design. The population consisted of 49 students, while the sample comprised 9 students who met the criteria for experiencing academic stress based on the initial assessment and were selected using purposive sampling. The research procedures included administering a pretest, implementing the Cognitive Restructuring technique, and administering a posttest. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Paired Sample t-Test. The results showed that the mean academic stress score before the intervention was 140.11 with a standard deviation of 7.66, while the mean score after the intervention decreased to 91.78 with a standard deviation of 10.91, indicating a mean reduction of 48.33 points. The Paired Sample t-Test resulted in t = 12.445, df = 8, with a significance value of 0.000 (p < 0.05). Therefore, there was a significant difference in students’ academic stress levels before and after the intervention, indicating that the Cognitive Restructuring technique had a significant effect on reducing students’ academic stress. ABSTRAK Stres akademik merupakan salah satu permasalahan yang dapat menghambat proses belajar dan perkembangan siswa, sehingga diperlukan upaya intervensi yang tepat untuk membantu siswa mengelola pikiran dan tekanan akademik. Penelitian ini bertujuan untuk mengetahui pengaruh teknik Cognitive Restructuring terhadap stres akademik siswa SMP Islam Arrohman Gerintuk Lombok Tengah Praya Barat Daya Tahun Pelajaran 2026/2027. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen dan rancangan One Group Pretest-Posttest Design. Populasi penelitian berjumlah 49 siswa, sedangkan sampel terdiri atas 9 siswa yang memenuhi kriteria mengalami stres akademik berdasarkan hasil pengukuran awal dan dipilih menggunakan teknik purposive sampling. Tahapan penelitian meliputi pemberian pretest, pelaksanaan teknik Cognitive Restructuring, dan pemberian posttest. Data dianalisis menggunakan statistik deskriptif, uji normalitas Shapiro-Wilk, dan Paired Sample t-Test. Hasil penelitian menunjukkan bahwa rata-rata skor stres akademik sebelum perlakuan sebesar 140,11 dengan standar deviasi 7,66, sedangkan setelah perlakuan menurun menjadi 91,78 dengan standar deviasi 10,91, sehingga terjadi penurunan rata-rata sebesar 48,33 poin. Hasil Paired Sample t-Test menunjukkan nilai t = 12,445 dengan df = 8 dan signifikansi 0,000 (p < 0,05). Dengan demikian, terdapat perbedaan yang signifikan antara tingkat stres akademik sebelum dan sesudah perlakuan, sehingga teknik Cognitive Restructuring berpengaruh signifikan terhadap penurunan stres akademik siswa.]]>
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