Introduction: Ecuadorian higher education has experienced different dynamics in scientific production, presenting a significant challenge regarding the integration and participation of university students. The problem lies in a lack of knowledge analyzing the correlation between academic anxiety and scientific production in a university context in the city of Ambato, Ecuador. Objective: To determine the correlational association between academic anxiety and scientific production among university students in the city of Ambato in 2025. Methodology: The research employed a correlational approach, a quantitative methodology, and a non-experimental design. Data was collected using a structured survey administered to 248 university students, selected through convenience sampling. Results and Discussion: The main results show that 31.45% of students experience physical fatigue when conducting research activities, 57.26% perceive that they are not meeting the demands of a research project, 47.58% avoid engaging in scientific research, and a Pearson correlation coefficient of -0.027 was obtained, demonstrating a negative association between the variables studied. Conclusion: The university students experience physiological, cognitive, and behavioral difficulties when producing a scientific product, where a lack of experience and student support makes scientific research a difficult and uninteresting field for university students to explore.
Academic Competency Test (TKA) is an assessment tool designed to measure the literacy, numeracy, and reasoning abilities of high school students as indicators of academic readiness for higher education. However, TKA results show that student achievement is still relatively low and varies between subjects. This study aims to comprehensively examine the determining factors that influence the low achievement of senior high school students in the Academic Competency Test (TKA). This study uses a qualitative descriptive approach with a literature study method, with data sources in the form of reputable national and international scientific articles and secondary data from TKA results published by the Education Assessment Center, Ministry of Primary and Secondary Education. The data were analyzed through the stages of reduction, presentation, and conclusion drawing. The results of the study show that low TKA achievement is influenced by internal factors, including weak higher-order thinking skills (HOTS), low basic literacy and numeracy, high academic anxiety, and low student motivation to learn. In addition, external factors such as the gap between learning practices and national assessment requirements, the phenomenon of learning loss after the pandemic, limitations in teachers' pedagogical competencies, and socio-economic conditions also contribute to low TKA achievement. These findings show that TKA achievement is a reflection of the overall quality of the learning ecosystem and requires the strengthening of literacy, numeracy, and reasoning-based learning on an ongoing basis.
21st-century Islamic education demands mastery of non-cognitive spiritual competencies, such as optimism (Husnuzan and Raja’), to mitigate adolescent mental health crises and academic anxiety (qalaq). Teologically anchored in QS. Az-Zumar: 53, QS. Al-Baqarah: 286, and QS. Al-Insyirah verses 5–6, optimism represents a mandatory spiritual-cognitive stance. However, school counseling and Islamic moral nurturing (Tarbiyah Akhlak) remain dominated by conventional, passive-verbalistic methods that trigger student boredom. This study aims to develop a block-based board game called Optimism Bridge to foster an optimistic attitude in Junior High School (SMP) students through an Islamic-integrated cognitive restructuring process.Using the Research and Development (R&D) method with the 4D model limited to the Develop stage, this study involved 20 grade IX-C students at SMP Negeri 42 Medan, two expert validators, and a field practitioner. Data collected via Likert and Guttman questionnaires were analyzed descriptively quantitatively. The results indicate that the media is highly feasible based on validation by media experts (84.00%) and material experts (94.70%), and is highly practical based on responses from counselors (97.50%) and students (84.00%).Philosophically, optimism in Islamic counseling is a cognitive-spiritual skill (Amal Qalbi) intervened through experiential activities. The findings confirm that integrating Seligman’s ABCDE Model and Islamic theological values (Raja’-Ikhtiar-Tawakal) into game mechanics effectively facilitates students’ disputation abilities (Mujahadah an-Nafs) against negative emotions and desperate thoughts (Waswas). Implications for a global audience, this study expands Islamic game-based learning by demonstrating that concrete visualization shifts the school counseling paradigm from passive-doctrinal to an emancipatory internalization of positive divine awareness.
آموزش اسلامی در قرن بیستویکم مستلزم تسلط بر شایستگیهای معنوی غیرشناختی، همچون خوشبینی (حسنظن و رجاء)، به منظور کاهش بحرانهای سلامت روان نوجوانان و اضطراب تحصیلی (قلق) است. خوشبینی که ریشه در QS. Az-Zumar: 53، QS. Al-Baqarah: 286 و QS. Al-Insyirah آیات ۵ و ۶ دارد، یک رویکرد معنوی-شناختی الزامی محسوب میشود. با این حال، مشاوره مدرسه و پرورش اخلاق اسلامی (تربیت اخلاق) همچنان تحت سلطه روشهای سنتی و منفعل-کلامی قرار دارد که موجب کسالت دانشآموزان میشود. هدف این پژوهش، توسعه یک بازی رومیزی مبتنی بر بلوک با عنوان «پل خوشبینی» برای تقویت نگرش خوشبینانه در دانشآموزان متوسطه اول (SMP) از طریق فرایند بازسازی شناختی تلفیقشده با آموزههای اسلامی است. این مطالعه با استفاده از روش تحقیق و توسعه (R&D) و مدل 4D محدود به مرحله توسعه، با مشارکت ۲۰ دانشآموز پایه نهم-C در SMP Negeri 42 Medan، دو ارزیاب خبره و یک کارشناس میدانی انجام شد. دادهها از طریق پرسشنامههای لیکرت و گاتمن جمعآوری و به صورت توصیفی-کمی تحلیل گردید. نتایج نشان داد که این رسانه بر اساس اعتبارسنجی توسط متخصصان رسانه (۸۴٫۰۰٪) و متخصصان محتوا (۹۴٫۷۰٪) بسیار مطلوب است و از نظر عملی بودن نیز بر اساس پاسخهای مشاوران (۹۷٫۵۰٪) و دانشآموزان (۸۴٫۰۰٪) در سطح بالایی قرار دارد. از منظر فلسفی، خوشبینی در مشاوره اسلامی یک مهارت شناختی-معنوی (عمل قلبی) است که از طریق فعالیتهای تجربی مداخله میشود. یافتهها تأیید میکند که ادغام مدل ABCDE سلیگمن و ارزشهای الهی اسلامی (رجاء-اختیار-توکل) در مکانیک بازی، به طور مؤثری توانایی مناظره دانشآموزان (مجاهدۀ نفس) در برابر هیجانات منفی و افکار یأسآور (وسواس) را تسهیل میکند. پیامدهای این پژوهش برای مخاطبان جهانی، گسترش یادگیری مبتنی بر بازی اسلامی را نشان میدهد و اثبات میکند که تجسم عینی، پارادایم مشاوره مدرسه را از حالت منفعل-آموزشی به درونیسازی رهاییبخش آگاهی الهی مثبت تغییر میدهد.
