KEGAGALAN KOGNITIF PADA MAHASISWA DITINJAU DARI STRES YANG DIALAMI DAN MINDFULNESS

Rahmawati Nuril Husna, NIM.: 20107010071 (2024) KEGAGALAN KOGNITIF PADA MAHASISWA DITINJAU DARI STRES YANG DIALAMI DAN MINDFULNESS. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

College students and their cognitive functions are closely related. The many demands for academic achievement cause students to be depressed and difficult to learn. This indicates cognitive failure. The two predictors that allegedly determine the occurrence of cognitive failure are perceived stress and mindfulness. This study aimed to determine the relationship between perceived stress, mindfulness, and cognitive failure in university students in Yogyakarta. The method used in this research is quantitative correlation. The respondents in this study were 511 students from Yogyakarta. The instruments used in this study were the Cognitive Failure Questionnaire (CFQ) adatation version, Perceived Stress Scale (PSS), and Cognitive and Affective Mindfulness Scale-Revised adopted versions. The data were analyzed using multiple linear regression and independent t-tests. Based on the findings of this study, there is a significant correlation between perceived stress and mindfulness with cognitive failure in university students in Yogyakarta. In addition, there was a partial positive correlation between perceived stress and cognitive failure among university students in Yogyakarta, but there was no correlation between mindfulness and cognitive failure. The simultaneous effective contribution of two independent variables to cognitive failure is 18.8%. The partial contribution of perceived stress to cognitive failure is 19.9%. The results of the difference test revealed that college students who were currently writing a thesis and those who were working had a higher level of cognitive failure than those who were not. Meanwhile, gender and age found no significant difference in the level of cognitive failure. These results suggest that perceived stress predicts cognitive failure. The practical implication of the results of this study is the importance of increasing student awareness to manage stress in order to avoid cognitive

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