Digital Mapping of Resilience and Academic Skills in the Perspective of Society 5.0 for Higher Education Level Students

The Covid-19 pandemic has changed the policy of higher education in Indonesia from conventional learning to online. This policy change encourages students to have psychological resilience and adaptability through digital resilience and academic skills. The research method is divided into two stages: qualitatively formulating a measurement construct using an open-ended questionnaire with a total of 137 respondents. Based on the qualitative data, a digital measuring instrument for resilience and academic skills was developed as a 5-choice Likert Scale. The second stage is carried out quantitatively, looking at the reliability and item-total correlation test to select items not aligned with the measuring function using the Statistical Program for Social Science. The trial was conducted on 137 respondents. Based on the digital scale of resilience trials, the results showed that 64.9% of respondents had high resilience, 33.8% had moderate stability, and 1.2% had low strength. While analyzing the items measuring digital resilience and academic skills research, it was found that Cronbach's Alpha reliability value was 0.917. So the measuring instrument for digital resilience and academic skills is reliable and appropriate to be used to explain the condition of students during Covid-Qeios

According to Wang, Haertel, & Walberg, learners who have academic resilience can turn a complex environment into a source of motivation while maintaining high hopes and aspirations, being goal-oriented, having problem-solving skills, and having social competence. (Wang et al., 1994). Alva (1991) adds that individuals with academic resilience can succeed in achieving success in the educational process they undergo, where they struggle in adverse situations and still have the possibility of not growing.
According to Morales (2010), academic resilience is influenced by the beliefs students have about themselves, other people, and the world around them, so resilience departs from the mental health experienced by students. Rickinson (1997) also added that students' coping skills could increase their resilience, motivation, and persistence until they complete their studies. Marsh et al. (2009) researched academic resilience on a broader psychological dimension and found five factors that could predict academic resilience: self-efficacy, self-control, planning, low anxiety, and persistence. If you want to intervene in student resilience, these five factors must be considered in designing the material. The research's Dass-Brailsford (2005) -in his research on South African youth who have high academic resilience and have achieved academic success -shows that family poverty is indeed a risk factor for them. However, the support from the family they get, family characteristics and role models, and support from schools remain their get. They have high self-esteem, are highly motivated, and have a goal orientation. In addition, they make their teacher a role model and source of enthusiasm.
The belief embedded in them is a high power that will provide comfort in their lives in the future. Brown et al. (2001) also said that the support of the campus environment is related to student resilience. Involvement in academic activities, a positive view of the school, and high self-esteem shape students' academic resilience. Wasonga, Christman, & Kilmer (2003) compared students who had academic resilience and those who did not. The results showed that those with high resilience had high perceptions of achievement motivation, self-satisfaction, involvement, and academic self-concept. Gonzales & Padilla (1997) suggests efforts that academic institutions can make to provide opportunities for students to develop internal assets and resilience. Bernard (2007) asserts that teaching skills to solve problems will make students resilient and able to overcome difficult situations, which will form independent personalities and undoubtedly lead them to be productive and successful in life. McMillan & Reed (1994) identified several efforts that were measured by students having high academic resilience, namely their involvement in intervention programs and being busy with various activities to use their time positively in college. Have clear goals, and for the short and long term. McMillan & Reed (1994) added several student characters with academic resilience, namely having strong internal constraints about their lives and having personal responsibility for their actions. They also have role models that are believed to be good to follow. The importance of academic resilience is illustrated by Finn & Rock (1997), that academic resilience is significant in students' academic success. Students involved in campus activities and feel more connected to the campus environment appear to have more academic resilience. Smokowski et al (1999) added that academic and social involvement are essential to forming student academic resilience. Qeios, CC-BY 4.0 · Article, June 23, 2023 Qeios ID: FO9ZQO · https://doi.org/10.32388/FO9ZQO 4/37 Finn & Rock (1997) describe that students with academic resilience prefer to work hard, rarely leave class, and rarely experience problems. Wolin & Wolin (1993) added that other academic resilience characteristics are insight, independence, creativity, a sense of humor, and initiative. In short, academic resilience is influenced by several supporting factors, which will be the key to the success of students passing through the academic stages in higher education.  Figure 1 shows several supporting factors for resilience that individual students can have. The first supporting factor is a factor from within the individual. Benard (2004) said that every individual has innate genetic resilience, which can be revealed naturally by the presence of several attributes in the environment in which they are located. Several personal supporting factors are problem-solving skills, independence, self-efficacy, social skills, and internal locus of control with a high level of involvement, all of which are considered characteristics of individuals with academic resilience. Problemsolving skills include making plans, processing several alternative solutions in difficult situations, and thinking critically, creatively, and reflectively.
In addition, students also have autonomy; they believe in their ability to influence the conditions around them (Benard, 1995). Students with good social competence can certainly interact and accommodate things needed in the campus Qeios, community. Other abilities that are also personal supporting factors are tolerance for negative influences, self-esteem, and belief in one's abilities. Also, ability to manage the environment and the future, a sense of humor, have lots of expectations, have strategies for dealing with stress, and have positive values. Positive values that are held and believed have a balanced perspective in experience, have grit, tenacity, and be able to resolve if there is a problem. Pascarella & Terenzini (1998) say that positive self-concept and mental outlook enrich the student experience because they are intrinsically motivated to fulfill their academic obligations. Bandura (1993) also said self-efficacy has important implications for motivation where students judge themselves to have the ability and effort to achieve academic success.
The internal locus of control is an individual's belief about the results that can be completed in this life based on the action done and the abilities possessed (Naito et al, 2005). Other figures, namely Dyson & Renk (2006), also say that successful individuals will be optimistic about their future to control what is in their environment.
The following supporting factor comes from the family, where the family can have a positive or negative influence on students' academic success. Sacker & Schoon (2007) said that successful students depend on the family's support and the parents' role as caregivers and motivators. Students benefit from parental involvement through good attendance, reasonable homework completion rates, good graduation rates, participation in extracurricular activities, and a positive attitude toward parents. The family is the smallest circle of society that can provide opportunities to develop student's learning abilities. Families continue to seek health support and physical and intellectual development. The role of the family is critical in supporting students' academic achievement, especially in dealing with several obstacles or problems that cannot be solved (Werner & Smith, 2001). The involvement of families, especially parents, is essential to students' academic success (Benard, 2004). Supporting factors from the family have a fundamental commitment to completing a bachelor's program at college, which includes moral support, financial support, daily support, maintaining interest, and praise. Support from parents is a critical factor that influences students' aspirations to enter college regardless of the level of parental education. Conversely, the lack of family support is a barrier to student success in college.
The following supporting factor comes from educational institutions where students spend their time; the institution must act as the glue that holds all the supportive elements together to benefit students. Institutions are places for them to develop and learn through social and academic engagement. However, Braxton, Bray, & Berger (2000) say that the university environment faces many challenges in providing a climate that supports the formation of student academic resilience. The campus climate should warmly welcome all students, provide comfort and contribute to student success.
Positive experiences such as positive interactions with peers, positive interactions with faculty members, clear rules and regulations, high achievement expectations, constructive feedback, and academic involvement support resilience behavior (Niesel & Griebel, 2005). The influence of good peers is also essential when making career choice decisions, and lecturers are also valuable assets for students. Meaningful interactions between students and lecturers provide social and academic benefits for students (Williams et al., 2017).
According to Froh et al (2008), intervention programs such as counseling and counseling in institutions are valuable resources to help students get help to survive in difficult situations. Academic institutions help students develop academic resilience by providing a positive and safe learning environment, creating high but achievable academic expectations, and facilitating student academic and social success.
The supporting factors from the social environment include supportive peers, positive community influences such as worship communities, friends outside Campus who are easy to contact, sports communities, and positive role models.
Environmental supporting factors include neighboring communities, role models, mentors, coaches, neighbors, and counselors (Garmezy, 1991). Peers with the same mindset, goals, and background influence student academic achievement because they will see that they are not alone in their struggle (Giordano et al, 1993). Successful students usually have role models and those who care about them and always provide input and help make good decisions. They also can make good friends, so peer influence is significant when deciding to stay in college. Benard (1995) said peer relationships contribute to student's social development and cognitive and socialization skills.
Factors that influence the development of student academic resilience are also related to the surrounding adults who provide support and contributions. According to Werner (1993), successful students have confidence in themselves that there is meaning in life after hardships and hardships. The worship community provides stability and resilience structure to students. The interactions between supporting factors originating from individual students, families, and educational institutions and supporting elements from the social environment produce academic resilience (Pianta & Walsh, 1998).
Morales's research (2010) sees individuals who have academic resilience have positive relationships with peers and receive support from family and support from the community.
According to Kendra & Wachtendorf (2003), research on academic resilience suggests several things for the formation of resilience, such as building relationships with others, strengthening adaptive skills and self-regulation, and applying belief systems and traditions in culture and religion. One of the traditions suggested in faith is to be grateful for what you have and are faced with. Individuals are equipped with the ability to deal with stressful conditions with gratitude because gratitude can increase life satisfaction, reduce the desire for material things, and become a reinforcement in social relationships (Emmons & McCullough, 2003).
College life can be a significant life transition for students who demand adaptability. New students, in particular, often experience not pleasant experiences but difficulties and fears. They adapt to all the latest campus life, meet new people, and face tough academic challenges.
According to Seligman, Steen, Part, & Peterson (2005), academic resilience is a particular and exciting topic to see students' academic achievement and analyze cognitive and affective processes in students. Understanding student resilience in dealing with all forms of difficulties that exist in the academic world is an important thing to research.
Resiliency in higher education has also begun to get much attention in research because it is considered an effort for students to survive in the difficult conditions of higher education (Boyer, 2005). Although gratitude is one of the positive psychological interventions that has succeeded in helping resilience, the intervention has yet to undergo rigorous testing.
Resiliency studies were found to be associated with other psychological variables. Research by Javanmard (2013)  Formulation of the problem Based on the explanation above, the challenge in the era of Society 5.0 is the improvement of digital soft skills, especially digital resilience and academic skills. Research on mapping digital resilience from the perspective of Society 5.0 has been carried out in several countries but specifically has yet to be found in Indonesia. Research on digital resilience has previously been conducted in various countries. Such as South Korea, which examined the diversity of types of digital platforms (Park et al., 2021). In the UK and Canada, there has been researching on digital resilience in universities (Weller & Anderson, 2013). India also examines digital resilience at the Indian Campus through an epistemological perspective (Wilcox et al, 2014). Therefore, research is needed to map digital resilience and academic skills from the Literature review Society 5.0 The development of the community structure is generally categorized as a Pre-Industrial society which includes a huntergatherer community (Society 1.0) and an agricultural community (Society 2.0), an Industrial community (Society 3.0), and a Post-Industrial community-called the information society (Society 4.0). Furthermore, the World Economic Forum in Qeios, Davos -Switzerland 2019 (Liang et al, 2019) discussed a new social order called Society 5.0. This Super Smart society is defined as A human-centered society that balances economic advancement with the resolution of social problems by a system that highly integrates cyberspace and physical space 1 . The position of social order in following the development of the industry, with a comparison that can be illustrated in Figure 2 below: Meanwhile, almost all jobs in the information society will require digital literacy and skills. For Indonesia to produce productive human resources in the era of the information society, all curriculum substances and learning processes in higher education must contain education that hones literacy and adequate digital skills.
In line with the Freedom of Learning policy, the learning culture in higher education must promote flexibility in how students and society learn. Also, it must be able to encourage Borderless education, where students can take learning packages that are considered essential for themselves to be flexible. Universities must also be able to carry out lifelong learning by properly utilizing Past Learning Recognition instruments.
The shift from online learning to digital learning, in one generation, in countries with advanced information technology is Qeios, CC-BY 4.0 · Article, June 23, 2023 Qeios ID: FO9ZQO · https://doi.org/10.32388/FO9ZQO 9/37 presented in Figure 3 below. From this illustration, the current learning system in Indonesia still relies on conventional learning processes, twenty-five years behind catching up with digital learning methods. The Covid-19 pandemic has forced Indonesia's education system and all its aspects to move to online education. Even though the capacity of universities, lecturers, instructors, information technology facilities, and infrastructure, student culture still needs to be prepared; the Covid-19 pandemic forces Indonesia to innovate the system. Learning targets the shift from traditional knowledge to digital learning. In the extraordinary situation of change, the education sector will experience four decisive stages: 1. The reaction stage, indicated by panic behavior, arises due to a lack of priorities and uncoordinated responses, confusion in decision-making related to unfamiliar conditions in a short time, and surprise because the face-to-face learning model suddenly cannot be run.
2. The resilience of the education sector indicates the stage of self-reinforcement in anticipating and preparing itself to begin replacing traditional learning with an online learning model.
3. The recovery stage is critical because, at this stage, the world of education must prepare well and fix all things that are still lacking in the previous step.
4. The new normal stage is a period of adapting life to new lifestyle standards that coexist with the existence of Covid-19.
The rapid evolution of information and communication technology brings drastic changes to society and industry. Digital Qeios, CC-BY 4.0 · Article, June 23, 2023 Qeios ID: FO9ZQO · https://doi.org/10.32388/FO9ZQO 10/37 transformation will create new values and become a pillar of industrial policy in many countries. In anticipation of such a global trend, Society 5.0 was presented as a core concept in the 5th Basic Plan of Science and Technology, which the Cabinet of Japan adopted in January 2016. It was identified as one of the growth strategies for Japan. Society 5.0 is also a core part of Investment Strategy for the Future 2017: Reforms to Achieve Society 5.0 (Fukuyama, 2018).
According to the Cabinet Office of Japan, Society 5.0 is a human-centered society that balances economic progress with solving social problems through a system that integrates virtual and physical space 4.0. So why the era of Society 5.0 appeared? The study of the 4.0 industrial revolution era, considered to have the potential to degrade human roles, gave Japan birth to a concept, namely Society 5.0. Through this concept, it is hoped that artificial intelligence will transform big data collected through the Internet in all areas of life into new wisdom, hoping to increase the human ability to open up opportunities for humans. is an educational business opportunity to establish online-based tutoring (Hendarsyah, 2019). In addition, technological developments have also changed the education order in Indonesia; for example, 1) since 2013, the national examination system has changed from paper-based to online-based tests. (Sudibjo et al., 2019), 2) the admission system for new student admissions from elementary school to university level in Indonesia has been carried out online, from registration to announcement of admissions. (Syamsuar & Reflianto, 2018).
The role of teachers or lecturers in the Industrial Revolution 4.0 era must be watched out for; educators should not only focus on their duties in transferring knowledge but also emphasize character, morality, and exemplary education. It is because the transfer of knowledge can be replaced by technology. However, the application of soft skills and hard skills cannot be replaced with sophisticated tools and technology. (Raharja, 2019). With the birth of Society 5.0, it is expected to be able to create technology in the field of education that does not change the role of teachers or instructors in teaching moral and exemplary education to students.
There is a shift in civilization today, where society has been swept away in the flow of change driven by information technology. Society depends on the sophistication of technology. Information technology which is at the core of the industrial revolution 4.0, becomes the holder of control over community activities and affects the relationship between citizens and their Government (Raharja, 2019). If this is not controlled immediately, technological progress will become a boomerang for civilized society. However, one country has proven not to worship technology, namely Japan. Society 5.0 is explicitly to create a people-centered culture that has achieved the targets of economic and social development so that a high quality of life is realized, namely active and prosperous. (Hendarsyah, 2019). Society 5.0 era society always strives to meet the various needs of humans regardless of their demographic characteristics through the provision of appropriate goods and services-the key to realizing Society 5.0 lies in integrating the cyber environment.
Moreover, the natural world produces quality data, which is the basis for value creation and new solutions to overcome the challenges of civilization. (Fukuyama, 2018).
The stages of development from Society 1.0 to Society 5.0 can be seen in Figure 4. The principal capital to go to Society 5.0 is the accumulation of organized data in Big Data and reliability in the product manufacturing process through the possession of appropriate advanced technology. Nevertheless, fundamental obstacles still need to be overcome to enter the Society 5.0 era, including health, mobility, infrastructure, and financial technology (financial technology or fintech). (Society, nd). Therefore, Japan developed its country's growth strategy that made humans the center of civilization, known as Society 5.0 (Laila et al., 2021). Suppose the basic principle of the industrial revolution 4.0 is the integration of machines, workflows, and systems, by applying intelligent networks along the production chain and processes to control each other independently. In that case, the concept of Society 5 There are many challenges and changes to be made in this era of Society 5.0. Including those that the education unit must prepare as the main gate to preparing excellent human resources. It is considering the critical role of the world of education in improving the quality of human resources in the era of Society 5.0. In this world of education, educators minimize their role as learning material providers; educators become an inspiration for the growth of students' creativity.
Educators act as facilitators, tutors, motivations, and true learners who motivate students to Learn Independently. (Laila et al., 2021).

Digital Resilience
Resilience implies a process of creating positive development for the long-term learning process. The term digital resilience continues with discussions related to 'lifelong learning. Digital resilience is closely related to education, which refers explicitly to using equipment or technological completeness as a digital resource to carry out a long-term educational process in the digital era. (Pocetta, 2014 (Schemmer et al., 2021). This study's efforts to build digital resilience refer to the steps taken through education to achieve community digital resilience 5.0. Digital resilience or digital resilience cannot be separated from the context of policy-making, community culture, and social situations. Any three contexts show an understanding that society 5.0 has various aspects related to public awareness, changes in community behavior, and adaptation. (Wright, 2016). Creating digital resilience from a social perspective is essential to maintaining human life as individuals and communities.
Efforts to build digital resilience are essential in achieving a digital society's success in the era of

Research Methodology
This study was designed using a combination of qualitative and quantitative methods. A qualitative approach is carried out in describing the condition of digital resilience and student academic skills from the perspective of Society 5.0 in Indonesia. A quantitative approach is used to determine the factors that influence digital resilience and academic skills in higher education from the perspective of Society 5.0.
The research is divided into two stages.

Resiliency Digital Instruments
The instrument used in this study is a psychological resilience scale adapted from The Connor-Davidson Resilience Scale (CD-RISC). CD-RISC was developed by Connor & Davidson (2003) to measure psychological resilience through 5 dimensions, namely: 1) Personal competence, high standards, and tenacity, 2) Trust in one's instinct, tolerance of  Table 1). The adaptation scale was first tested for validity and reliability in this study. Based on the reliability test results, Cronbach's Alpha coefficient was 0.93, and all items were declared valid (with an inter-item correlation of 0.3).

Academic Resiliency Instruments
The measurement construction of the measuring instrument in this study was adopted from Cassidy & Eachus (2002) theory of Academic Resiliency. According to Cassidy & Eachus (2002), Academic Resiliency is an individual's ability to increase success in education, even in difficult situations. Cassidy further explained three aspects that make up Academic  Table 2). In this case, resilient individuals can avoid things related to negative  In-depth interviews were conducted using online interview guidelines with higher education stakeholders concerning digital resilience and student academic skills for students in higher education.

Observation
Observations were made to find out directly the activities of higher education stakeholders. How are the actions of higher education stakeholders to respond to digital resilience and student academic skills at several campuses in the City of Bandung?

Quantitative Data Collection Techniques
For quantitative research, data analysis uses descriptive analysis to determine the characteristics of the results of each question attached to the questionnaire. Quantitative data was obtained from students, lecturers, and alums in the City of Bandung by conducting a questionnaire survey. For student data, a sampling technique was used, namely simple random sampling using the determination of the number of samples required using the following formula: The prepared questionnaire contains questions related to digital resilience variables and students' academic skills. The questionnaire was distributed to several campuses in the City of Bandung, asking (to interview) the respondents directly.
The sampling of the university management was carried out on a non-probability basis due to the absence of a sampling frame related to the number of university members. The selection of respondents is based on judgmental sampling, namely the choice of research subjects who have the best position or are in the most advantageous place in providing information. The selection of respondents is based on their capabilities and experience in involvement in the stages of higher education management. Meanwhile, the results of the calculation of the categorization of the digital resilience dimension score data are listed in Furthermore, the results of the calculation of the data categorization of the sub-dimension of personal competence, high standard, and tenacity are shown in Table 5; as many as 89 people (64.9%) are high, 45 people (33.3%) are in the medium category, and three people (1.8%)) with low class. The results of the calculation of the data categorization of the trust to one's instinct sub-dimensional score, and tolerance of negative affect, can be seen in The results of the calculation of the categorization of the positive acceptance of change and secure relationship subdimension score data are shown in Table 7. As many as 66 people (47.9%) are classified as high, 64 people (47%) are classified as moderate, and seven people (5.1%) are low. The results of the calculation of the categorization of the control sub-dimensional score data are shown in Table 8. As many as 82 people (59.9%) were high, 53 people (38.9%) were moderate, and two people (1.2%) were low. The results of the calculation of the categorization of the spiritual influence sub-dimensional score data are shown in Table 9. As many as 119 people (87.1%) were classified as high, 17 people (12.1%) were classified as moderate, and one person (0.8%) was classified as low. Academic Resiliency research data were analyzed by looking at the correlation between each item with a total score using the Pearson Product Moment Correlation. The item-total correlation was used to select the items that best measured the construct or content being measured by selecting items found to be significant at the 0.01 level. Based on the Academic Resilience scale, from the initial 53 items that were constructed, 12 items fell out (non-significant item-total correlation), leaving 41 items that were in line with the measuring function, with a range of item-total correlation coefficient values from 0.301 to 0.711. A more detailed description of the item-total correlation coefficient value on the Academic Resilience Scale can be seen in Table 10. After deducting the dropped items, the blueprint for the Academic Resilience Scale is rearranged, as shown in Table 11. Qeios,

Discussion
Digital Resiliency This study aims to obtain an overview of resilience in students during the online learning period, which in Indonesia began Qeios, shows that more than half of the respondents (64.9%) are in the high category. Meanwhile, 33.8% of the respondents were in the medium category, and only a tiny proportion (1.2%) were in the low category. These data indicate that, even though they are in an online learning situation during the Covid-19 Pandemic, students show their psychological capacity and ability to overcome various complex problems during the online learning process. Where in this online learning, many situations have the potential to weaken the passion for learning and interfere with learning performance. Such as the lack of infrastructure such as books, laptops, and others when students are in their hometowns; inadequate internet network; a situation in the family or home that is not conducive; and so forth. However, despite these stressful conditions, most students have solid beliefs and positive perceptions about their ability to face various demands and difficulties. As well as, changes that occur during online lectures can manage various stresses experienced, so they are not frustrated, can see the spiritual side of difficult situations that arise, and get up from adversity or uncomfortable situations encountered in this pandemic situation and online learning. Alva (1991) describes resilient students as individuals who maintain and maintain their motivation and performance even when faced with stressful situations or situations that have the potential to reduce learning performance.
It is, moreover, risen from adversity or uncomfortable situations experienced in this pandemic and online learning. Alva (1991) describes resilient students as individuals who maintain and maintain their motivation and performance even when faced with stressful situations or situations that have the potential to reduce learning performance. Moreover, rise from adversity or uncomfortable situations experienced in this pandemic and online learning. Alva (1991) describes resilient students as individuals who maintain and maintain their motivation and performance even when faced with stressful situations or situations that have the potential to reduce learning performance.
The dimensions of personal competence, high standards, and tenacity include the individual's positive perception of his abilities and capacities in achieving the goals he has set despite difficulties or stressful situations, even failures (Connor & Davidson, 2003). From this sub-dimensional score categorization data, 64.9% of the respondents are classified as high, 33.3% are classified as moderate, and 1.8% are classified as low. It shows that students are very optimistic about their ability to achieve the goals set regarding situations or problems in the learning they experience during online learning. It is one of the primary keys that can affect their success in participating in online learning.
Sub-Dimension of trust to one's instinct, tolerance of negative affect is the individual's ability to take the initiative in dealing with problems experienced, have good instincts in problem-solving efforts, and be able to manage negative emotions that are felt (Connor & Davidson, 2003). Based on the results of data categorization, 54.7% of respondents are classified as high in this sub-dimension, 43.6% are classified as moderate, and only 1.8% are classified as low. Thus, students who take online learning have the skills to manage negative emotions and the stress related to the difficulties they experience.
The positive acceptance of change and secure relationship sub-dimension is a dimension related to the positive Qeios, acceptance of the individual for the changes that occur in connection with the difficulties or problems experienced, which is accompanied by a comfortable feeling in relationships with other people. Connor & Davidson, 2003). From the results of sub-dimensional score categorization, 47.9% of respondents are classified as high, 47% are classified as moderate, and 5.1% are classified as low. This data shows positive acceptance from students of the various changes that have occurred during the Covid-19 pandemic, especially those related to online learning. Of course, this change is difficult, but over time and support of the closest people, in this case, the family, The control sub-dimension is related to the individual's belief in his ability to direct himself in achieving the goals set even though there are difficult situations experienced (Connor & Davidson, 2003). Based on the categorization results, 59.9% of respondents are high, 38.9% are classified as moderate, and only 1.2% are classified as low. This data shows the students' strong belief in their ability to control and manage their inner energy to achieve their goals, despite difficulties or stressful situations. It is very much needed in online learning, where students need to positively assess their capacity to manage themselves and organize their environment in such a way, The sub-dimension of spiritual influence is related to the individual's belief in a supernatural power greater than himself, which can help him accept and face the problems or difficulties he experiences (Connor & Davidson, 2003). Based on the results presented in the previous section, most of the respondents (87.1%) belong to the high category for this dimension, 12.1% are classified as moderate, and only 0.8% are classified as low. It indicates the students' strong understanding and belief in supernatural powers that affect their lives, and this belief helps them to accept, adapt, and overcome the problems they face. This condition can be associated with religious beliefs or beliefs held by students, Based on the explanation above, it can be concluded that students' resilience conditions are generally in the high and medium categories, and only a small proportion are in a low category. It shows that although in the online learning process, there are many challenges or difficulties experienced by students that have the potential to cause stress with various accompanying symptoms, in the process of adjusting to the problems faced, students can overcome these things.
In other words, students can develop resilience in the online learning process. Sheldon & Lyubomirsky (2005) suggests that resilience is the result of efforts to manage various risks or things that have the potential to cause crises in positive ways rather than avoiding these risks. This resilience involves protective factors that allow individuals to survive the various pressures of life they experience. Protective factors can prevent and effectively overcome various obstacles, problems, and difficulties (Park et al., 2021). These protective factors include: a) various individual personal attributes such as good temperament, optimistic view of oneself, and intelligence; b) family qualities, including cohesiveness, warmth, family involvement, and family expectations; and c) existence and utilization of external support systems outside the family.
Students with positive personal attributes will better perceive problems or difficulties with a positive perspective, so they try to overcome these difficulties effectively. The quality of family support is a crucial factor in encouraging students to be able to overcome various challenges and obstacles experienced in online learning. Families actively involved in online learning by providing material and moral support will enable students to assess themselves as individuals with the power, energy, and ability to overcome the problems and difficulties they experience.

Academic Resiliency
Little research has touched on how academics, students, and practitioners can respond before, during, and after disasters and how their resilience to disruption can be fostered to reduce impacts on learning and teaching. So, valid measurements are needed and can be used anytime as a measuring tool for academic resilience. Therefore, this study aims to construct a measuring instrument for academic resilience in students during the Covid-19 pandemic.
Based on the analysis conducted on the research measuring instrument items, 41 items were obtained for the Academic shown that students following assigned assignments every day are more successful in student retention and have the same pass rate. Loss of focus is the most cited reason why students fail in online lectures, and this is less likely if assignments have been set according to schedule (Stalman, 2010). Hence, lecturers must be creative in designing lectures even if they do not work on Campus. Massive Open Online Courses (MOOCs) have a significant effect on adult learning, such as on students, have a direct impact on improving educational outcomes, the development of student learning skills, effective communication between students and lecturers, and on student academic performance. However, during this Covid-19 pandemic, educators must work harder to instill strategies that support student well-being and foster emotional resilience (resilience) into their curriculum (Carolan et al., 2020).
The fact that the Covid-19 pandemic has affected the mental health of College members makes it urgent to understand these challenges and concerns to inform the development of public health action programs and messages that can better support students in this crisis (Tao et al, 2000). Student discomfort due to limited digital literacy and the absence of physical human involvement (Carolan et al., 2020) requires toughness or resilience, which is essential to cope with stress to stay balanced (Aguilera-Hermida., 2020). People who tend to go out more often, exercise more, receive more social support from family, friends, and significant others, sleep better and pray more frequently have more psychological resilience (Bao, 2020). Support, community, leadership, and planning at universities are critical in building and inhibiting resilience, including incentives that have a reasonably high impact on overcoming various obstacles, which can be used to initiate resilience. Flexible online learning is crucial for building resilience, but universities should not underestimate the importance of face-to-face interactions between staff and students (Christensen et al., 2020). These results provide a strong starting point for researchers to understand how universities can cultivate resilience to significant disruptions and disasters in university teaching, such as the Covid-19 pandemic, so that students can experience satisfaction from online learning experiences.
Moreover, planning at universities is critical in building and inhibiting resilience, including incentives that have a reasonably high impact on overcoming various obstacles, which can be used to initiate resilience. Flexible online learning is a crucial opportunity for building resilience, but universities should consider the importance of face-to-face interactions between staff and students (Christensen et al., 2020). These results provide a strong starting point for researchers to understand how universities can cultivate resilience to significant disruptions and disasters in university teaching, such as the Covid-19 pandemic, so that students can experience satisfaction from online learning experiences. Moreover, planning at universities is critical in building and inhibiting resilience, including incentives that have a reasonably high impact on overcoming various obstacles, which can be used to initiate resilience. Flexible online learning is crucial for building resilience, but universities should consider the importance of face-to-face interactions between staff and students (Christensen et al., 2020). These results provide a strong starting point for researchers to understand how universities can cultivate resilience to significant disruptions and disasters in university teaching, such as the Covid-19 pandemic, so that students can experience satisfaction from online learning experiences. Flexible online learning is a crucial opportunity for building resilience, but universities should consider the importance of face-to-face interactions between staff and students (Christensen et al., 2020). These results provide a strong starting point for researchers to understand how universities can cultivate resilience to significant disruptions and disasters in university teaching, such as the Covid-19 pandemic, so that students can experience satisfaction from online learning experiences. Flexible online learning is crucial for building resilience, but universities should consider the importance of face-to-face interactions between staff and students (Christensen et al., 2020). These results provide a strong starting point for researchers to understand how universities can cultivate resilience to significant disruptions and disasters in university teaching, such as the Covid-19 pandemic, so that students can experience satisfaction from online learning experiences.
Meanwhile, universities are essential knowledge producers and higher education providers in any country. The function of universities is to prepare the workforce and professional skills (Dwivedi et al., 2020). On the other hand, students with higher levels of spirituality show greater resilience (Govindarajan & Srivastava, 2020). Resilience, also known as resilience, is the ability of a dynamic system to withstand or recover from significant challenges that threaten its stability and development. Resilience is the ability to adapt positively despite substantial adversity. Academic performance is interpreted as an indicator of psychological resilience and a sign of different forms of resilience, namely academic resilience or resilience, defined as the ability to deal with setbacks effectively and pressures in an academic environment.
Academic resilience is considered an indicator of school adjustment and a strong predictor of student participation in lectures and learning motivation (Jensen, 2019).