The Effect of Classical Guidance Using the Jigsaw Method on Elementary School Students’ Self Control over Mobile Phone Use

Alvin Himawan (Universitas PGRI Semarang)
Siti Fitriana (Universitas PGRI Semarang)
Farikha Wahyu Lestari (Universitas PGRI Semarang)

Indonesian Journal of Guidance and Counseling Studies
Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026

Background: Uncontrolled mobile phone use among adolescents can lead to behavioral problems and reduced learning quality by disrupting concentration, academic engagement, and social interaction. Therefore, structured guidance interventions are needed to strengthen students’ self-control in managing digital technology use at school. Objective: This study aimed to examine the effect of classical guidance using the jigsaw method on students’ self-control in mobile phone use. Method: A quantitative approach was employed, using a quasi-experimental nonequivalent control group design. The participants were ninth-grade students of SMP Negeri 7 Pemalang. Data were collected using a self-control scale regarding mobile phone use. Statistical analysis was conducted using an independent samples t-test to determine differences between the experimental and control groups. Result: The findings revealed a significant difference in self-control between students who received classical guidance using the jigsaw method and those who did not. The experimental group showed greater improvement in self-control after the intervention than the control group. Conclusion: Classical guidance implemented through the jigsaw method is practical in enhancing students’ self-control in mobile phone use. Originality/Value: This study expands pedagogical intervention modalities in the field of school guidance counseling and digital literacy education by uncovering the superior efficacy of classical guidance integrated with the jigsaw cooperative learning technique in significantly elevating student self regulation relative to conventional approaches, regarding adolescent smartphone usage behavior management in the context of junior high school group based classroom interventions, an area that has remained underexamined through quasi experimental cooperative paradigms. These findings enrich empirical evidence and serve as a strategic benchmark for designing peer collaborative classical guidance modules, standardizing preventive counseling protocols for digital device dependency, and formulating school wide digital technology governance policies within formal educational institutions.