Strategies to Enhance Students’ Resilience in Stochastic Process Lectures in Accordance with Permendiktisaintek 39/2025 and Permendiktisaintek 10/2026

Abstract

The Stochastic Processes Lectures involves a high level of conceptual abstraction and mathematical complexity, often posing a significant cognitive challenge that triggers academic anxiety among students. In this context, academic resilience—the ability of students to persevere and overcome learning difficulties—becomes a vital factor in determining academic success. This study aims to identify academic resilience strategies employed by students undertaking the Stochastic Processes course and to analyze their implications for the governance of higher education quality assurance. This study adopted a qualitative approach combining a descriptive case study method with an educational policy analysis. Data were gathered through in-depth interviews with students, classroom observations, and a document analysis of curriculum and quality assurance policies. The results identified four primary resilience strategies deployed by students: (1) Self-Regulated Learning: Structured time management and cognitive load decomposition; (2) Peer-Assisted Learning: Formation of independent study groups to tackle complex probability problems. (3) Visual Computing Utilization: Leveraging software simulations to visualize abstract stochastic models. (4) Proactive Academic Help-Seeking: Actively utilizing consultation hours with lecturers and teaching assistants. These findings carry strategic implications for fulfilling quality assurance standards in accordance with Permendiktisaintek No. 39 of 2025, as amended by Permendiktisaintek No. 10 of 2026 on Higher Education Quality Assurance. This regulation mandates higher education institutions to strengthen their Internal Quality Assurance System (SPMI) by delivering inclusive, flexible, and adaptive learning processes. Institutions are required to go beyond merely measuring learning outcomes by actively establishing comprehensive academic support systems and fostering environments that safeguard student mental well-being when facing high-difficulty courses.