<![CDATA[Learning disorientation is one of the problems that often arise in the learning process in junior high school students, especially in early adolescence which is characterized by various psychological, social, and emotional changes. This condition can affect students' orientation to learning activities so that they cause various behaviors that do not support the learning process. This phenomenon was also found in students of SMP Negeri 9 Pangkalpinang who showed various symptoms of learning disorientation in learning activities at school.This study aims to identify the forms of student learning disorientation symptoms, analyze the factors that affect the occurrence of learning disorientation, and examine the efforts made by the school in dealing with these symptoms at SMP Negeri 9 Pangkalpinang. The results show that the symptoms of learning disorientation experienced by students are manifested in several forms of behavior, namely: (1) difficulty in being controlled in certain learning situations, (2) a tendency to underestimate learning activities and materials, (3) apathy shown through indifference to the learning outcomes achieved, and (4) a tendency to display destructive behaviors that have the potential to disrupt the learning process and social environment school. This study found that the symptoms of learning disorientation do not stand as a single phenomenon, but are influenced by various factors that are multidimensional, including internal factors of students, external factors in the form of family environment and peer associations, and learning factors related to pedagogical approaches applied in the learning process. Efforts to handle the school are to increase learning motivation by holding parenting activities, teachers using various teaching methods, personal approaches to students, collaboration with students' parents. Other handling efforts are in collaboration with the Pangkalpinang City Social Service, BK teachers provide individual and group counseling, teachers use effective communication such as restitution triangle techniques. This study concludes that handling learning disorientation requires a comprehensive and collaborative approach so that students can develop a positive learning orientation.]]>
