Implementasi Terapi Guided Imagery sebagai Upaya Mengurangi Stres Remaja Menjelang Ujian Sekolah
DOI:
https://doi.org/10.56359/kolaborasi.v5i5.647Kata Kunci:
Guided Imagery, Teenagers, StressAbstrak
Introduction: Adolescence is an important developmental phase that is prone to identity crises, emotional instability, and pressure from social and academic environments. Academic stres is one of the main problems that affects mental health, academic achievement, and the quality of life of adolescents. One effective method of coping with stres is guided imagery therapy.
Objective: The purpose of this activity is to identify and reduce stres levels among adolescents.
Method: The methods used were lectures, discussions, guided imagery therapy demonstrations, pre-tests, and post-tests. The media used were PowerPoint, booklets, LCD, and projectors. The target was ninth-grade students in class C at SMP Negeri 9 Purwokerto. The therapy was conducted three times a week for 10–15 minutes.
Result: The results of the study proved effective in reducing students' academic stres. The pre-test results showed that the majority of students experienced moderate stres (82.9%), while the post-test showed a decrease to the mild stres category (68.6%). The average stres score decreased from 44.34% to 36.02%. Statistical analysis using a paired t-test showed a significant difference between pre-test and post-test scores (p < 0.001), confirming the effectiveness of guided imagery therapy in reducing academic stres.
Conclusion: Guided imagery has been proven to provide relaxation, reduce academic stres, and can be practiced independently by students.
Unduhan
Referensi
Auliya, N. P. D., & Setiyowati, N. (2024). Systematic literature review based on big data: Dukungan sosial dan psychological well-being pada remaja. Psyche 165 Journal, 17(2), 134–139. https://doi.org/10.35134/jpsy165.v17i2.367
Cempaka, A. A., & Lilyana, M. T. A. (2025). Pendidikan kesehatan tentang koping adaptif dan guided imagery bagi lansia. Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM), 8(6), 2901–2909. https://doi.org/10.33024/jkpm.v8i6.18699
Hanik, A. U., Yunus, A., Wibisono, G., & Faridah, I. (2024). Pengaruh terapi imajinasi terbimbing (guided imagery) terhadap tingkat stres pada mahasiswa tingkat akhir dalam menyelesaikan skripsi di Universitas Yatsi Madani tahun 2024. Gudang Jurnal Ilmu Kesehatan, 2, 156–162.
Hastuti, R. Y., & Baiti, E. N. (2019). Hubungan kecerdasan emosional dengan tingkat stres pada remaja. Jurnal Ilmiah Kesehatan, 8(2), 84–93.
Istighfana, D. (2019). Efektivitas musik klasik terhadap penurunan stres akademik siswa kelas VIII SMP Negeri 2 Berbah. Jurnal Riset Mahasiswa Bimbingan dan Konseling, 5(9), 637–646.
Khasanah, A. N., & Syahruramdhani. (2023). Pemberian terapi guided imagery terhadap pasien dengan nyeri dan ansietas post operasi fraktur collum humerus. Jurnal Medika Nusantara, 1(2), 123–137. https://jurnal.stikeskesdam4dip.ac.id/index.php/Medika/article/view/289
Kumari, D. (2023). Guided imagery for anxiety disorder: Therapeutic efficacy and changes in quality of life. Industrial Psychiatry Journal, 195–201. https://doi.org/10.4103/ipj.ipj
Paputungan, F. (2023). Implikasi tugas-tugas perkembangan remaja dalam penyelenggaraan pendidikan di SMK. Journal of Education and Culture (JEaC), 3(1), 986–1012.
Rahayu, N. P. (2025). Pengaruh terapi imajinasi terbimbing (guided imagery) dan terapi musik alam terhadap tingkat stres pada mahasiswa S1 Keperawatan non reguler angkatan 17C dalam menyelesaikan skripsi di STIKes Pertamedika (Doctoral dissertation, STIKes Pertamedika).
Rohmah, N. R., & Mahrus, M. (2024). Mengidentifikasi faktor-faktor penyebab stres akademik pada mahasiswa dan strategi pengelolaannya. JIEM: Journal of Islamic Education and Management, 5(1), 36–43.
Rosana, S. D., Saripah, I., & Nadhirah, A. N. (2023). Resiliensi remaja dalam menghadapi stres akademik di sekolah. Jurnal Al-Taujih: Bingkai Bimbingan dan Konseling Islami, 9(2), 112–122. https://ejournal.uinib.ac.id/jurnal/index.php/attaujih/article/view/5536
Syachfitri, L., Fadhiya, R., & Rahman, S. (2023). Pengaruh pola asuh orang tua terhadap tingkat stres akademik pada remaja. Journal on Teacher Education Research & Learning in Faculty of Education, 4, 532–540.
Syafitri, R., & Restipa, L. (2025). Pengaruh terapi guided imagery terhadap penurunan tingkat stres pada lansia. Jurnal Kesehatan Saintika Meditory, 8(1), 348–354.
Syah, A. Y., & Delianti, N. (2024). Efektivitas terapi guided imagery terhadap tingkat stres pada mahasiswa tingkat akhir dalam menyelesaikan karya tulis ilmiah. Holistik Jurnal Kesehatan, 17(10), 951–958. https://doi.org/10.33024/hjk.v17i10.13255
Trevia, R., & Musmiler, E. (2024). Pengaruh terapi guided imagery terhadap penurunan tingkat stres lansia. Al-Asalmiya Nursing: Jurnal Ilmu Keperawatan, 13(2), 218–224. https://doi.org/10.35328/keperawatan.v13i2.2837
Zikry, A., Mentari, B., Liana, E., & Pristya, T. Y. R. (2020). Teknik manajemen stres yang paling efektif pada remaja: Literature review. Jurnal Ilmiah Kesehatan Masyarakat, 12, 1–12. https://doi.org/10.52022/jikm.v12i4.69
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Jenar Ayu Salshabila, Ita Apriliyani, Noor Yunida Triana
Artikel ini berlisensi Creative Commons Attribution 4.0 International License.
