<![CDATA[ABSTRACT Learning independence is an important component in developing students’ ability to manage their academic activities without excessive dependence on guidance from others. This issue remains evident among eighth-grade students in Class VIII-1 at SMP Negeri 1 Lotu, particularly in terms of learning initiative, time management, task prioritization, and responsibility for the learning process. This study aimed to examine the effect of classical guidance services using the Small Group Discussion technique on students’ learning independence. The study employed a quantitative approach with a pre-experimental design using a One Group Pretest-Posttest model involving 26 students. Data were collected through a five-point Likert-scale questionnaire administered before and after the service, while the intervention was conducted in four sessions. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, the Paired Sample t-Test, Cohen’s d Effect Size, and simple linear regression. The mean score increased from 55.46 to 72.81, representing a gain of 17.35 points, while 80.8% of students reached the high and very high categories after the service. The difference was significant (t = 24.349; p < 0.05), with Cohen’s d = 4.78 and R² = 0.862. These findings confirm that classical guidance services through Small Group Discussion have a significant effect on improving students’ learning independence. ABSTRAK Kemandirian belajar menjadi bagian penting dalam membentuk kemampuan siswa mengatur kegiatan akademiknya tanpa ketergantungan berlebihan pada arahan orang lain. Permasalahan tersebut masih terlihat pada siswa kelas VIII-1 SMP Negeri 1 Lotu, terutama dalam inisiatif belajar, pengelolaan waktu, penentuan prioritas tugas, dan tanggung jawab terhadap proses belajar. Penelitian ini diarahkan untuk menguji pengaruh layanan bimbingan klasikal dengan teknik Small Group Discussion terhadap kemandirian belajar siswa. Penelitian menerapkan pendekatan kuantitatif dengan rancangan pre-experimental dan desain One Group Pretest-Posttest yang melibatkan 26 siswa. Pengukuran dilakukan melalui kuesioner skala Likert lima tingkat sebelum dan sesudah layanan, sedangkan intervensi dilaksanakan dalam empat sesi. Data dianalisis menggunakan statistik deskriptif, uji normalitas Shapiro-Wilk, Paired Sample t-Test, Effect Size Cohen’s d, dan regresi linear sederhana. Rata-rata skor meningkat dari 55,46 menjadi 72,81 dengan selisih 17,35 poin, sementara 80,8% siswa mencapai kategori tinggi dan sangat tinggi setelah layanan. Perbedaan tersebut signifikan (t = 24,349; p < 0,05) dengan Cohen’s d = 4,78 dan R² = 0,862. Temuan ini menegaskan bahwa layanan bimbingan klasikal melalui Small Group Discussion berpengaruh signifikan terhadap peningkatan kemandirian belajar siswa.]]>
