Story writing as educational therapy: A study of experiential learning model in reducing anxiety of elementary school students

Abstract

This study explored the effectiveness of experiential learning-based story writing in reducing anxiety among primary school students, particularly in a pesantren environment. This model provides opportunities for students to express their emotions and experiences in a structured manner, thus helping them manage their anxiety more effectively. This study used a qualitative approach with a case study design involving 47 elementary school students from two pesantrens in Ponorogo. Data collection techniques included in-depth interviews, observations, and anxiety measurement scales, both before and after the writing intervention. Data were analyzed using thematic methods to identify patterns of students' emotional changes. The results showed that writing stories helped students significantly reduce anxiety. The anxiety scale data showed a decrease in students with high anxiety levels from 70% to 35%, whereas the number of students with low anxiety increased from 10% to 40%. In addition, the expression of emotions through writing allows students to understand and manage their feelings better. This research provides a new contribution to the use of experiential learning based on story writing as an anxiety management strategy in pesantrens, which have focused more on academic and religious aspects. The results of this study are useful for educators, educational psychologists, and pesantren managers in designing learning programs that better support students' emotional well-being.