<![CDATA[The development of emotional regulation in elementary school students is a crucial aspect in supporting character development and social skills in the school environment. However, some students still tend to respond impulsively to emotions because they do not yet understand appropriate emotion management strategies. This study aims to describe the implementation and results of emotional regulation psychoeducation based on the educational game Scramble Ball in elementary school students. The study used a qualitative approach with a participatory design and descriptive methods. The subjects were 48 fourth to sixth grade students at SDN 1 Betek 1, selected using a purposive sampling technique. Data were collected through participant observation, student verbal responses, and activity documentation. Data were then analyzed through data reduction, data presentation, and conclusion drawing. The results showed that before the intervention, students were able to recognize basic emotions but did not yet understand emotion regulation strategies systematically. After the psychoeducation, combined with presentation media, educational videos, breathing exercises, and interactive games, there was an increase in participation, emotional awareness, and a shift in response patterns from reactive to more reflective. Students began to be able to articulate and practice simple steps in managing emotions, such as calming themselves and thinking before acting. These findings suggest that interactive game-based psychoeducation has the potential to enhance elementary school students' understanding of emotional regulation in a more concrete and applicable way.]]>
