No abstract

Academic burnout in elementary school students is very important to note because in this elementary school all academic experience will be formed. Failure to experience education in elementary schools properly will have a wide and disparate impact on the lives of students. This study aims to reduce the academic burnout experienced by elementary school students. For this reason, collaborative action research is conducted between teachers and researchers. Collaborative research, since planning, implementing, monitoring, and evaluating, as well as reflection is carried out jointly between teachers and researchers. The study subjects were five low-grade students who showed symptoms of experiencing academic burnout. Application of group activities as actions in the form of three games for students, namely picture puzzles, serialized stories, and throwing balls. Observation and interview as the main technique in collecting data. Qualitative analysis is used to analyze the process and results of actions. The results showed that the application of group activities was effective in reducing the academic burnout of five research subjects. All students showed positive changes in behavior, no longer showing symptoms of emotional fatigue, depersonalization, and feelings of inferiority or inadequacy. Research implications and recommendations are discussed.

The results showed that the level of academic anxiety experienced by junior high school students in the Province of Special District of Yogyakarta can be categorized as moderate. It was also revealed that Guidance and Counseling teachers also have been doing something in reducing these problems by providing counseling either individually or in groups to their students and using a variety of appropriate approaches and techniques, though it was not maximized. Based on these results, the need for more simple and techniques can then be applied when the Guidance and Counseling teachers provide individual counseling services. One technique which can be given is the SEFT technique (Spiritual Emotional Freedom Technique). Due to the problems above, this research aims to produce SEFT-based individual counseling skills model in reducing the student’s academic anxiety.

The aim of this study is to describe the contribution of self-efficacy to the academic anxiety among the students of UNY (Universitas Negeri Yogyakarta). This correlational study used the descriptive-quantitative approach and the technique in collecting the data was through the questionnaires of self-efficacy and academic anxiety. All UNY students consisting of 7 faculties and 1 graduate program were involved as the population of this study. The sampling technique used krejcie tables with efficacy level of 90%. The results of the Pearson Correlation model analysis test showed a correlation value of -0.674 with the opposite direction of the two variables in which the higher the academic self-efficacy, the lower the academic anxiety. The results of the correlation test based upon the exact and nonexact science showed results of 21.4% and 29.6%, respectively. Meanwhile, the results of the correlation test by sex showed that male had a correlation of 11.4% and female had 28.6%. Furthermore, the correlation test results by the class of 2016, 2017 and 2018 showed the value of 27.1%, 21.7% and 18.4% respectively. Furthermore, the results of the simple linear regression analysis of R-square test obtained 0.281 indicating that self-efficacy brought an effect on the decrease of academic anxiety by 28.1%, while 71.9% was determined by other factors or other independent variables not used in this study.