Peran Islamic Religious Coping terhadap Academic Hardiness Dimediasi oleh Stres Akademik pada Mahasiswa

Abstract

This research is motivated by the high academic pressure faced by final-year students, including obstacles in completing final projects, course loads, field internships, and expectations for optimal achievement. These conditions can affect students' ability to maintain academic hardiness. In facing academic pressure, students require adaptive coping strategies, one of which is Islamic religious coping This study aims to analyze the role of of Islamic religious coping in strengthening students' academic hardiness through the mediation of the academic stress variable. A quantitative approach was applied using a mediated regression analysis design. Using a convenience sampling technique, a sample of 203 active Muslim students in semesters 6–8, within the developmental age range of 18–25 years, was obtained. Data were collected through an online Likert-scale questionnaire. The interaction model positioned Islamic religious coping as the independent variable, academic stress as the mediating variable (mediator), and academic hardiness as the dependent variable. Data computation utilized SPSS software equipped with Andrew F. Hayes' PROCESS Macro Model 4 installation using a bootstrapping procedure The results showed that Islamic religious coping had a significant negative role in academic stress (β = -0.35; p < 0.001), academic stress had a significant negative role in academic hardiness (β = -0.32; p < 0.001), and Islamic religious coping had a significant positive role in academic hardiness (β = 0.45; p < 0.001). Furthermore, academic stress was found to partially mediate the role of Islamic religious coping on academic hardiness (indirect effect = 0.11; BootLLCI = 0.06; BootULCI = 0.18). These findings indicate that the higher the Islamic religious coping, the lower the academic stress and the higher the academic hardiness among students. This study provides an empirical contribution to the development of educational psychology and Islamic psychology, and serves as a basis for designing interventions grounded in Islamic values to enhance students' academic hardiness.