<![CDATA[This study was motivated by the varying levels of self-acceptance among seventh-grade students at MTsS Al-Muhajirin West Pasaman regarding physical and emotional changes during puberty. Some students have not been able to accept these changes in a healthy manner, resulting in emotional instability, social withdrawal, and disruptions to their learning process. This study aimed to reveal the impact of students' self-acceptance of physical and emotional changes during puberty in terms of emotional, social interaction, and learning aspects. This research employed a descriptive qualitative approach. Data were collected through observation and interviews involving seven seventh-grade students as key informants and one Guidance and Counseling teacher as a supporting informant, selected using the snowball sampling technique. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source triangulation. The findings showed that students' self-acceptance was still in the developmental stage. The impacts were reflected in seven emotional symptoms, namely heightened emotions, moodiness, sulking, frequent crying, worry, anxiety, and sadness; three aspects of social interaction, including social withdrawal, difficulties in establishing social relationships, and decreased self-confidence; and four aspects of the learning process, namely decreased learning motivation, impaired concentration, the desire to be absent from school, and a tendency to avoid academic situations. Students' self-acceptance is determined by how they interpret these changes and manage the emotions accompanying them.]]>
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