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APPLICATION OF COGNITIVE DEFUSION STRATEGIES TO REDUCE TEST ANXIETY IN SENIOR HIGH SCHOOL STUDENTS

This study aims to evaluate the effectiveness of cognitive defusion strategies in reducing exam anxiety among high school students. The primary objective of this research is to measure the impact of cognitive defusion techniques on exam anxiety levels and to provide data-driven recommendations for more effective interventions in educational settings. The research method employed is a quasi-experimental design with a control group. A total of 60 students from two high schools in City X participated in the study,

divided into an experimental group receiving cognitive defusion intervention for 6 weeks and a control group that did not receive the intervention. Instruments used included the Test Anxiety Inventory (TAI) to measure exam anxiety levels. Data were

collected before and after the intervention period and analyzed using independent t tests to assess differences between groups. The results indicate that the experimental group experienced a significant reduction in exam anxiety, with average scores

decreasing from 24.5 to 18.2, whereas the control group decreased from 23.8 to 22.1. This difference is statistically significant (p < 0.01), indicating the effectiveness of cognitive defusion techniques in reducing exam anxiety among high school students.

These findings support the use of cognitive defusion techniques as an effective intervention to improve psychological well-being in educational contexts.

KEYWORDS: Cognitive Defusion, Exam Anxiety, High School Students, Intervention Techniques, Psychological Flexibility

Ahmad Andry Budianto

UNIVERSAL ACADEMIC JOURNAL OF EDUCATION, SCIENCE AND TECHNOLOGY VOL.6 NO.2,