<![CDATA[The ability of self-regulated learning and academic resilience is very important for students to face various demands and pressures in the learning process. This study aims to examine the effectiveness of group counseling services with a reality approach and questioning technique in improving self-regulated learning and academic resilience in high school students in Semarang City. This research uses a quantitative approach with a pretest-posttest control group design. The population consists of 160 students, and the sample was selected through purposive sampling, consisting of two groups: experimental and control, each with 7 students. The instruments used were the self-regulated learning scale and the academic resilience scale. Research data showed that the pretest score for self-regulated learning in the experimental group was 43.43 and in the control group was 45.00. After the intervention, the posttest score for the experimental group significantly increased to 81.14, while the control group only experienced a small increase to 48.43. In the aspect of academic resilience, the pretest score for the experimental group was 44.43 and for the control group was 45.00. After the intervention, the posttest score for the experimental group rose to 82.43, while the control group only reached 46.71. Wilcoxon statistical analysis showed a significant increase in the experimental group for self-regulated learning (Z = -2.366; p < 0.05) and academic resilience (Z = -2.375; p < 0.05), while the control group did not show a significant increase. Mann-Whitney test results confirmed no significant difference in pretest scores between the two groups, but there was a significant difference in posttest scores between the experimental and control groups for both variables. It can be concluded that group counseling with a reality approach and questioning technique is effective in improving students' ability to manage their learning process and academic resilience.]]>
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