Measuring academic stress in Indonesian biology education: validation, patterns and implications

Purpose This study aimed to measure the academic stress experienced by biology students in Indonesia through the adaptation and validation of the SISCO Inventory. Design/methodology/approach A cross-sectional survey was conducted with 728 undergraduate biology students. The adaptation process included cultural and linguistic modifications of the instrument, followed by psychometric validation using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Findings The findings revealed a valid and reliable four-factor structure encompassing stressors, physical and psychological reactions, social behavior reactions and coping strategies. Additionally, the study mapped the academic stress profiles of participants, identifying key trends and variations based on demographic variables. Research limitations/implications The findings are limited to biology students in Indonesia. Future research should explore its applicability across other disciplines and regions for broader generalization. Practical implications The instrument can be used by educators and academic counselors to identify sources and symptoms of academic stress, enabling the design of targeted interventions to support student well-being and academic success. Social implications The study supports efforts to improve the mental health landscape in Indonesian higher education, particularly within rigorous academic programs such as biology. Originality/value This research offers a culturally adapted and empirically validated version of the SISCO Inventory for Indonesian biology students, filling a critical gap in the measurement of academic stress in Southeast Asian contexts.