The Effect Of Meditation On Improving The Academic Achievement Of Grade XI Students

Abstract

This study evaluates the effect of meditation on the academic performance of Grade XI students at SMAN 1 Tanjung Lombok Utara who were experiencing concentration decline due to academic stress. Using a quantitative quasi-experimental design, two classes were purposively selected: an experimental class (n = 32) received a 10-minute daily meditation session before lessons for six weeks, while a control class (n = 32) followed regular instruction. Academic performance was measured by mid-term exam scores, whereas concentration and stress were assessed with a concentration scale and the DASS-21 before and after the intervention. Mixed-ANOVA revealed that the mean score gain in the experimental class (Δ = 8.7 points) was significantly higher than in the control class (Δ = 2.1 points), F(1,62) = 42.3, p < 0.001, η² = 0.41. Stress scores dropped by 23 % and concentration index rose by 18 % in the experimental class; no significant changes occurred in the control class. It is concluded that brief school-based meditation effectively improves academic achievement, reduces stress, and enhances students’ focus. The intervention can serve as a low-cost strategy to support mental-academic balance in senior high schools