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All Journal Indonesian Journal of Guidance and Counseling Studies
Muslikah Muslikah
Universitas Ivet Semarang
Education Social Sciences

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Penerapan Layanan Bimbingan Klasikal berbasis Technology Enhanced Learning (TEL) untuk meningkatkan Motivasi Belajar Siswa SMA Nita Hanysha; Muslikah Muslikah; Herie Gunawan
Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 2 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(2): 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijgcs.v2i2.354

Abstract

Background: Traditional guidance services in high schools are often uninteresting and impersonal, while the learning ecosystem for students is now digital. Technology-Enhanced Learning (TEL) has the potential to enhance attention, relevance, and self-regulation. Objective: To assess the effectiveness of implementing TEL-based traditional guidance services in increasing student learning motivation. Method: Classroom Action Research (CAR) with a pretest–posttest control group design on 10th-grade students at SMA Negeri 12 Semarang. The TEL intervention combined visual presentations, short videos, interactive quizzes/polling, microlearning, and rapid feedback reinforcement. Measurements included motivation questionnaires administered before and after the intervention. Results: The average learning motivation increased from 110.4 (Cycle I) to 116.8 (Cycle II), equivalent to a 6.4-point increase or a 5.8% increase, indicating the positive impact of TEL on learning motivation. Conclusion: TEL-based classical guidance services are worth adopting to strengthen high school students' learning motivation, mainly due to their interactive nature and rapid feedback, which facilitate engagement and self-confidence. Contribution: This study provides empirical evidence for the context of classical guidance counseling at the Indonesian high school level, offering a replicable implementation design (session flow and core TEL components), as well as a practical basis for schools to develop SOPs for TEL-based guidance counseling services and a continuous evaluation agenda.
The Implementation of Classical Guidance through Canva-Based Project-Based Learning to Improve Senior High School Students’ Learning Tio Yoga Pratama; Muslikah Muslikah; Herie Gunawan
Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijgcs.v3i1.484

Abstract

Background: This study was driven by the low level of students’ learning discipline, as reflected in behaviours such as tardiness, lack of classroom orderliness, and delays in submitting assignments. These conditions highlight the need for innovative classical guidance services that align with current technological developments to foster more structured and responsible learning habits. Objective: The study aimed to enhance the learning discipline of tenth-grade students at SMA Negeri 12 Semarang through the implementation of classical guidance using a Canva-based Project-Based Learning (PjBL) model. Method: This research employed a Classroom Action Research (CAR) design conducted in a pre-cycle, Cycle I, and Cycle II. Each cycle consisted of planning, action, observation, and reflection stages. The participants were 33 tenth-grade students. Data were collected using questionnaires and observation sheets to assess students’ learning discipline in each cycle. Results: The findings showed a gradual improvement in students’ learning discipline across cycles. This improvement was reflected in the increasing percentage of students categorised as disciplined and highly disciplined, as well as in enhanced responsibility, punctuality, and active participation in learning activities. Conclusion: The implementation of classical guidance through a Canva-based PjBL model proved effective in improving students’ learning discipline. Contribution: Practically, this study provides an alternative technology-based classical guidance service model. Theoretically, it strengthens the application of Classroom Action Research in developing students’ disciplinary character within a digital learning environment.
Co-Authors Herie Gunawan Nita Hanysha Tio Yoga Pratama