The Application of Mindful Breathing Technique in Managing Students' Academic Anxiety Ahead of Exams at Madrasah Ibtidaiyah Darun Najah Margoyoso Pati
DOI:
https://doi.org/10.59525/gej.1530Keywords:
Academic Anxiety, Madrasah Ibtidaiyah, Mindful BreathingAbstract
Academic anxiety ahead of examinations is a multifaceted psychological issue frequently experienced by elementary school students, which can manifest as physical discomfort and cognitive impairments that hinder their academic potential. This study aims to investigate the application and effectiveness of the mindful breathing technique in managing and reducing academic anxiety among sixth-grade students prior to taking exams. Using a qualitative approach with a case study design, this research was conducted at Madrasah Ibtidaiyah (MI) Darun Najah Margoyoso Pati, gathering data through in-depth interviews with three purposively selected students and their classroom teacher, alongside passive-participant observation. The findings revealed that prior to the intervention, students exhibited high academic anxiety characterized by palpitations, cold sweats, and sudden mental blanking. Although the initial implementation faced minor behavioral distractions due to the developmental age of the students, the integration of 3 to 5 respiratory cycles of mindful breathing successfully induced instant physiological relaxation, resulting in a significant reduction in physical tension, clearer cognitive focus, and heightened self-confidence. In conclusion, the classical application of the mindful breathing technique serves as an effective, time-efficient, and practical self-regulation tool to alleviate academic anxiety and foster a calm, conducive classroom environment before examinations.
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