The Role of Learning Anxiety and Student Resilience on Problem-Solving Ability of Students at Bodhi Dharma Buddhist College

Abstract

This study aims to analyze the influence of learning anxiety and student resilience on problem-solving abilities. The background of this study stems from the low achievement of students' problem-solving abilities and the limited studies that integrate non-cognitive factors, especially learning anxiety and resilience, into a single analytical model. The study used a quantitative approach with an ex post facto design and a survey method involving 60 students at STAB Bodhidharma. Data were collected using a Likert scale questionnaire and analyzed using descriptive statistics, classical assumption tests, simple linear regression, and multiple linear regression. The results show that learning anxiety has a significant effect on problem-solving ability, with a contribution of 67.4%. Student resilience also has a strong relationship with problem-solving ability. Although not significant in part, it still provides a substantive contribution to the model. Simultaneously, learning anxiety and resilience explain 68.7% of the variation in problem-solving ability, indicating that these two psychological factors play an important role in supporting the effectiveness of students' thinking processes. These findings confirm that problem-solving ability is not only determined by cognitive aspects, but also by students' ability to manage emotional pressure and adapt to academic challenges. Practically, this study recommends the importance of learning interventions that combine strengthening cognitive skills with strategies for managing anxiety and developing student resilience.