Implementation of the Problem Box Game in Classical Guidance Services to Overcome Student Anxiety When Facing Madrasah Assessments

Abstract

Academic anxiety is a common problem experienced by students approaching madrasah assessments and can negatively impact concentration, learning motivation, and psychological well-being. This study aims to determine academic anxiety through the game-based classical guidance service "Problem Box" using a descriptive qualitative approach. The subjects were 23 ninth-grade students at MTsN 1 Banyumas who went through the initial stages of filling out the Problem Checklist (DCM) until implementing the "Problem Box" game. Data were collected through observation, interviews, and DCM analysis to determine the steps for implementing the guidance. The results showed that the "Problem Box" game helped students express their concerns, share experiences, and find effective strategies in managing academic stress. In addition, this approach increased social interaction and created a more supportive classroom environment, making game-based classical guidance an alternative in helping students deal with academic anxiety