Academic Stress and CBT in the Final Semester Statistics Assessment at State Islamic University
Enung Nugraha1 ,and Encep Syarifudin2

1PGMI, Sultan Maulana Hasanudin, State Islamic University Banten, Serang City, Indonesia
2Postgraduate, Sultan Maulana Hasanudin, State Islamic University Banten, Serang City, Indonesia

Abstract

Anxiety constitutes a form of academic stress commonly experienced by students, particularly during their final semester, a critical phase of university assessment. Cognitive Behavioural Therapy (CBT), as proposed by Beck (1960), facilitates students^ regulation of their emotions, behaviours, and contextual situations to successfully complete their studies. This study aims to analyse the relationship between academic stress and the application of CBT in managing the final semester statistics assessment. Employing a quantitative survey methodology, data were collected from PGMI students at the Faculty of Tarbiyah and Education, UIN Banten, using purposive sampling techniques. The sample comprised forty respondents who attained A grades in the 2024 academic year. Data analysis involved descriptive quantitative methods alongside simple regression and correlation analyses. Findings indicate a significant positive correlation between academic stress and students^ use of CBT, suggesting that higher academic stress corresponds with more effective utilisation of CBT strategies, thereby confirming Beck^s theoretical framework. The study implies that academic stress can be effectively managed through enhanced regulation of emotions, behaviours, cognition, and situational responses. It is recommended that future research focus on developing statistical learning models that are both more comprehensible and engaging

Keywords: Cognitive Behavioural Therapy, Academic Stress, descriptive quantitative

Topic: Education for sustainable development