Development of the Mindfulness-Based Physical Education (MBPE) Model to Reduce Academic Stress Among Senior High School Students

Joni Hidayat; Suriyadi  Datau

doi:10.63922/ijevss.v5i03.3778

Joni Hidayat State University of Gorontalo, Indonesia
Suriyadi Datau State University of Gorontalo, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.3778

Keywords: Mindfulness-Based Physical Education, Academic Stress, Physical Education Learning, Mindfulness, High School Students

Abstract

Academic stress is a prevalent problem among senior high school students due to high curricular demands and academic pressure. This study aims to develop and examine the effectiveness of a Mindfulness-Based Physical Education (MBPE) learning model in reducing academic stress by integrating mindfulness practices into Physical Education, Sport, and Health (PESH) learning. This study employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Sixty high school students were selected through purposive sampling and divided into an experimental group (n=30) and a control group (n=30). Academic stress was measured using the Perceived Stress Scale (PSS-10). Data were analyzed using paired sample t-test, independent sample t-test, and Cohen's d effect size. Expert validation yielded a feasibility score of 97% (Very Valid). The experimental group's academic stress scores decreased by 10.24 points (from 28.67 to 18.43), compared to the control group's marginal reduction of 2.08 points (from 27.94 to 25.86). The independent sample t-test produced t=6.432 with Sig.=0.000 and Cohen's d=1.24 (large effect). Model implementation fidelity averaged 90.5%, with 91-94% of students responding positively. This study concludes that the MBPE model is valid, practical, and effective in reducing academic stress among senior high school students within PESH learning.

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