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Abstract

This study aims to describe the level of academic burnout, its contributing factors, and the perceived coping strategies among students of the Arabic Language Education Program at UIN Imam Bonjol Padang. The research employed a descriptive quantitative survey approach involving 42 respondents from PBA A, PBA B, PBA C, and PBA D classes. The instrument consisted of 25 Likert-scale items (1–5) covering five dimensions: academic exhaustion, boredom toward lectures, low academic self-efficacy, factors contributing to burnout, and coping strategies. The results revealed that the combined mean score of the three burnout dimensions was 3.14. Academic exhaustion obtained the highest mean score (3.54), followed by low academic self-efficacy (3.00) and boredom toward lectures (2.87). Regarding the contributing factors, the item related to less varied teaching methods received the highest score (3.49). In the coping strategies dimension, improving academic counseling services achieved the highest mean score (3.95). These findings indicate that efforts to address academic burnout among Arabic Language Education students should focus on enhancing instructional variety, strengthening academic guidance from lecturers, improving academic counseling services, fostering peer support, and promoting stress management based on spiritual values.

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