<![CDATA[Student responsibility is an important component in developing disciplined behavior, compliance with school regulations, and the willingness to accept the consequences of one’s actions. This study aimed to examine changes in students’ levels of responsibility following reality group counseling using the Questioning and Metaphor techniques, as well as to identify differences in outcomes between the two techniques. This research employed a quantitative approach with a Pretest-Posttest Two Treatment Group Design. The participants consisted of 16 students from SMA Negeri 7 Samarinda, selected through purposive sampling and divided into two treatment groups, each comprising eight students. Data were collected using a student responsibility scale and analyzed with IBM SPSS Statistics through descriptive statistics, the Paired Samples t-Test, and the Independent Samples t-Test, with a significance level of 0.05. The descriptive analysis revealed that the mean responsibility score in the Questioning group increased from 129.50 at pretest to 238.25 at posttest. In the Metaphor group, the mean score increased from 139.63 to 254.00. The Paired Samples t-Test results indicated statistically significant differences between pretest and posttest scores in both groups (p < 0.001). However, the Independent Samples t-Test yielded a t value of −1.569, 14 degrees of freedom (df), and a p value of 0.139, indicating that the difference in posttest scores between the two groups was not statistically significant. These findings suggest that both groups experienced significant improvements in student responsibility following the interventions, although there was insufficient statistical evidence to establish the superiority of either technique. The findings may serve as a reference for school counselors in selecting reality group counseling techniques that align with students’ needs.]]>
