Available online at: http://journal.uny.ac.id/index.php/jpe Jurnal Prima Edukasia, 8 (2), 2020, 135-144 https://doi.org/10.21831/jpe.v8i2.33267 This is an open access article under the CC–BY-SA license. Implementation of group activity to solve academic Burnout elementary school students Muhammad Nur Wangid *, Isti Yuni Purwanti Department of Educational Psychology and Guidance, Faculty of Educational Sciences, Universitas Negeri Yogyakarta. Jalan Colombo No. 1, Karangmalang, Yogyakarta 55281, Indonesia * Corresponding Author. E-mail: m_nurwangid@uny.ac.id Received: 14 July 2020; Revised: 19 July 2020; Accepted: 29 July 2020 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. Keywords: group activity, academic burnout, elementary school students How to Cite: Wangid, M., & Purwanti, I. (2020). Implementation of group activity to solve academic Burnout elementary school students. Jurnal Prima Edukasia, 8(2), 135-144. doi:https://doi.org/10.21831/jpe.v8i2.33267 Introduction Going to school particularly for the first time is the most desired and happiest thing for students. They will meet new friends then share each other stories, play and joke together, in which these are different experiences compared to when they are at home. On the other hand, school is not only a place for all students to fulfill their joyfulness but also to socialize. Each student meets others to find the broader meaning of life, share games that can be played at school, and learn to comply with some rules applied. They must learn to know each other, queue, being loyal, share, and so on. Thus, it needs great adjustment in them. Some students have not yet been able to fulfill these conditions quickly, thus they are left by their peers. As a result, they feel "alone" due to losing friends (Lakhani et al., 2017). Along with joyfulness experienced by students, they start learning academic values delivered by teachers. A subject delivered by teachers may be completely diverse with what they have experienced/ learned before. Academic knowledge prioritizing rationality often is perceived as something unfamiliar (El Nokali et al., 2010). This may be caused by a student's cognitive development stage that has not yet been able to fulfill the conditions. Therefore, teachers in the low-grade class had to lead academic mastery gradually according to the student’s development and step by step academic knowledge will be comprehended. Unfortunately, classical learning conducted in school frequently pays less attention to some students lagging. Thus, some students feel neglected (Wakil et al., 2017). The cause of boredom to go to school in children is complex, in which it may not only be obtained from school but also children's unprepared mental condition is facing changes (Çam & Öğülmüş, 2019). In general, two factors are causing academic burnout in students: internal and external factors. Internal factor is derived from student’s inner self such as physical and psychic exhaustion, lack motivation in achieving achievement, etc (Rahmati, 2015; Walburg, 2014). The external factor is derived from outside