The Implementation of Classical Guidance through Canva-Based Project-Based Learning to Improve Senior High School Students’ Learning

Tio Yoga Pratama (Universitas Ivet Semarang)
Muslikah Muslikah (Universitas Ivet Semarang)
Herie Gunawan (Universitas Ivet Semarang)

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

Background: Low learning discipline among secondary students is frequently evident in persistent tardiness, poor classroom conduct, and recurring delays in assignment submission. These disciplinary issues underscore the critical necessity for adaptive, technology infused guidance interventions to foster responsible and structured academic behaviors. Objective: This study aimed to improve the learning discipline of tenth grade students at SMA Negeri 12 Semarang through classical guidance integrated with a Canva mediated Project Based Learning model. Method: Utilizing a Classroom Action Research framework spanning a preliminary cycle, Cycle I, and Cycle II, the investigation engaged 33 students. Each iterative cycle comprised planning, action, observation, and reflection phases. Data were gathered through validated behavioral observation sheets and comprehensive learning discipline questionnaires. Results: The intervention yielded consistent, progressive improvements in student discipline across all stages. This advancement was evidenced by significant shifts into disciplined and highly disciplined tiers, alongside marked gains in task accountability, punctuality, and collaborative engagement. Conclusion: Classical guidance operationalized through digital design-based projects serves as an effective mechanism for elevating student academic discipline. Originality/Value: This study extends pedagogical innovation in the field of school guidance counseling and educational technology by uncovering the efficacy of integrating creative digital media into classical guidance through a project based learning model that tangibly enhances academic discipline, punctuality, and task accountability, regarding student learning discipline development in the context of Canva mediated classical guidance among senior high school students, an area that has remained underexamined through classroom action research. These findings enrich empirical evidence and serve as a strategic benchmark for the design of interactive classical guidance modules, the integration of digital media tools by school counselors, and the formulation of adaptive character-building guidance policies in secondary schools.