<![CDATA[Academic anxiety is a common issue among vocational high school students and may interfere with learning, concentration, and self-confidence. This study aimed to examine the effectiveness of art therapy-based classical guidance services in reducing academic anxiety among tenth-grade Accounting students at SMKN 1 Kedawung. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. Participants were selected through purposive sampling and assigned to experimental and control groups. Data were collected using academic anxiety questionnaires and analyzed using the Mann–Whitney U test and N-Gain analysis. The findings revealed a significant difference between the experimental and control groups. The posttest analysis yielded a significance value of 0.030, while the N-Gain analysis produced a significance value of 0.000, indicating that students who received the intervention experienced a greater reduction in academic anxiety than those in the control group. These findings demonstrate that art therapy-based classical guidance services can be an effective strategy for reducing academic anxiety among vocational high school students.]]>
Copyrights © 2026
