Application of Humor as a Learning Strategy to Reduce Student Anxiety and Stress

Abstract

Effective learning is not only determined by the teaching materials provided, but is also influenced by the psychological condition of students. Anxiety and stress experienced by students in the learning process often become obstacles that hinder understanding and reduce students' motivation to actively participate in academic activities. One approach that can be applied to overcome this is the use of humor as a learning strategy. This study aims, first, to describe the application of humor as a learning strategy. Second, to analyze and describe the application of humor as a learning strategy in reducing student anxiety and stress. The method used in this study is descriptive qualitative with data collection techniques of interviews, observation, and documentation. The results of the study indicate that first, the application of humor as a learning strategy goes through several stages: humor selection, timing of humor application, and humor's impact. Second, humor, applied appropriately can reduce students' anxiety and stress levels, strengthen their engagement in the learning process, and improve understanding of the material presented. In addition, humor contributes to building a more harmonious relationship between educators and students, and encourages a more positive mindset towards learning. Thus, humor can be considered a learning strategy that has a positive impact on improving the quality of the educational process