<![CDATA[Learning concentration is an important aspect of the learning process because it is related to students’ ability to maintain attention, understand information, and complete learning tasks optimally. This study aimed to analyze the effects of classical guidance services and the self-management technique, both partially and simultaneously, on the learning concentration of Grade XI MP students at SMK Negeri 2 Mandrehe. This study employed a quantitative approach using a pre-experimental design with a one-group pretest-posttest design. The research subjects consisted of 20 Grade XI MP students. Data were collected using a questionnaire and analyzed through prerequisite tests, multiple linear regression, t-test, F-test, and coefficient of determination. The results showed that classical guidance services had a statistically significant effect on students’ learning concentration, with a t-value of 2.750 and a significance value of 0.014 < 0.05. The self-management technique also showed a significant effect, with a t-value of 2.641 and a significance value of 0.017 < 0.05. Simultaneously, the two variables showed a significant effect on learning concentration, with an F-value of 64.969 and a significance value of 0.000 < 0.05. The coefficient of determination was 0.884, indicating that classical guidance services and the self-management technique jointly explained 88.4% of the variation in students’ learning concentration, while the remaining 11.6% was associated with other factors outside the research model. Therefore, integrating classical guidance services with the self-management technique can serve as an alternative guidance and counseling strategy to support the improvement of learning concentration among vocational high school students. ABSTRAK Konsentrasi belajar merupakan aspek penting dalam proses pembelajaran karena berkaitan dengan kemampuan siswa memusatkan perhatian, memahami informasi, dan menyelesaikan tugas secara optimal. Penelitian ini bertujuan untuk menganalisis pengaruh layanan bimbingan klasikal dan teknik self-management, baik secara parsial maupun simultan, terhadap konsentrasi belajar siswa kelas XI MP di SMK Negeri 2 Mandrehe. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis pre-experimental design dan desain one-group pretest-posttest. Subjek penelitian berjumlah 20 siswa kelas XI MP. Data dikumpulkan menggunakan angket dan dianalisis melalui uji prasyarat, regresi linear berganda, uji t, uji F, dan koefisien determinasi. Hasil penelitian menunjukkan bahwa layanan bimbingan klasikal berpengaruh signifikan secara statistik terhadap konsentrasi belajar siswa dengan nilai t = 2,750 dan signifikansi 0,014 < 0,05. Teknik self-management juga menunjukkan pengaruh yang signifikan dengan nilai t = 2,641 dan signifikansi 0,017 < 0,05. Secara simultan, kedua variabel menunjukkan pengaruh yang signifikan terhadap konsentrasi belajar dengan nilai F = 64,969 dan signifikansi 0,000 < 0,05. Nilai koefisien determinasi sebesar 0,884 menunjukkan bahwa layanan bimbingan klasikal dan teknik self-management secara bersama-sama menjelaskan 88,4% variasi konsentrasi belajar siswa, sedangkan 11,6% sisanya berkaitan dengan faktor lain di luar model penelitian. Dengan demikian, integrasi layanan bimbingan klasikal dan teknik self-management dapat menjadi salah satu alternatif layanan bimbingan dan konseling untuk mendukung peningkatan konsentrasi belajar siswa SMK.]]>
