This study aims to explore and describe various coping strategies used by students in dealing with academic stress. Academic stress is a form of pressure that arises due to an imbalance between academic demands and students' ability to cope with them. This study uses a qualitative approach with a descriptive design, obtained through in-depth interviews with five students and documentation. The results of the study indicate that students face academic stress stemming from an accumulation of assignments, dual responsibilities, technical changes from lecturers, and the initial transition period of lectures. In dealing with this pressure, students apply two types of coping strategies, namely problem-focused coping and emotion-focused coping. Problem-focused strategies are carried out by prioritizing schedules and seeking social support. Meanwhile, emotion-focused coping involves engaging in spiritual activities, distancing oneself from stressors, and expressing emotions in a healthy manner. The conclusion of this study indicates that students tend to use a combination of coping strategies tailored to the type of stress they face. Effective coping strategies have been proven to help students manage stress adaptively, enabling them to continue performing well in both academic and non-academic activities

This study aims to analyze the role of Self-Regulated Learning (SRL) as a predictor of student learning independence in the digital era, with a case study focus at Mts Hidayadul Muhajirin Palangka Raya. The digital era requires students to be able to learn independently, adaptively, and be responsible for their learning process. SRL, which includes aspects of motivation, cognitive strategies, and self-management, is one of the important factors that can affect the level of student learning independence. This research uses a qualitative approach with data collection techniques using observation and interviews. The data were analyzed to obtain research findings. The subjects in this study were Hidayatul Muhajirin Palangka Raya Mts students who had low SRL, but there were also some students who had high SRL. Self-Regulates Learning in these students is independently influenced by several factors, namely 1) self-confidence, 2) internal motivation, 3) direct support from the family while the inhibiting factors are 1) the absence of encouragement from parents to tell their children to study, 2) getting used to the comfort zone.

This study aims to examine the role of Self-Determination in improving students' learning persistence in the digital era. Self-Determination Theory explains that long-lasting learning motivation arises from within the individual, which is influenced by the fulfillment of three basic psychological needs: autonomy, competence, and relatedness. Amidst the challenges of the digital era, such as social media distractions, students are required to have internal motivation to remain diligent in learning. Through a qualitative approach, the researcher interviewed five students in depth. The results showed that students were able to maintain learning persistence because of personal goals, parental support, and previous academic success experiences. The three aspects of Self-Determination have been shown to play an important role in shaping students' learning persistence despite facing digital disruptions. This study shows the importance of strengthening internal motivation to support learning success in the digital era.