<![CDATA[This study evaluates the effectiveness of classical guidance using a Problem-Based Learning (PBL) approach to improve emotional management among tenth-grade marketing students at SMK Negeri 1 Sukoharjo. Employing a pre-experimental one-group pretest-posttest design, the study involved 36 students selected through purposive sampling. Data were collected using a Likert-scale emotional management questionnaire and analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The descriptive results showed a substantial increase in mean scores from the pretest (81.00) to the posttest (106.75). Furthermore, the Wilcoxon test yielded a Z value of -5.235 with a significance value of p = 0.000 (p < 0.05), confirming a statistically significant improvement in students’ emotional regulation. These findings demonstrate that integrating the PBL approach into classical guidance services provides an effective and interactive strategy for enhancing emotional management in vocational high school settings. The approach also encourages active participation, reflection, collaboration, and problem solving, thereby supporting students’ emotional development and adaptive responses to everyday challenges.]]>
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