Penerapan Layanan Bimbingan Klasikal berbasis Technology Enhanced Learning (TEL) untuk meningkatkan Motivasi Belajar Siswa SMA
DOI:
https://doi.org/10.64420/ijgcs.v2i2.354Keywords:
Classical Guidance Services, Technology Enhanced Learning (TEL), Learning Motivation, High School StudentsAbstract
Background: Traditional guidance services in high schools are often uninteresting and impersonal, while the learning ecosystem for students is now digital. Technology-Enhanced Learning (TEL) has the potential to enhance attention, relevance, and self-regulation. Objective: To assess the effectiveness of implementing TEL-based traditional guidance services in increasing student learning motivation. Method: Classroom Action Research (CAR) with a pretest–posttest control group design on 10th-grade students at SMA Negeri 12 Semarang. The TEL intervention combined visual presentations, short videos, interactive quizzes/polling, microlearning, and rapid feedback reinforcement. Measurements included motivation questionnaires administered before and after the intervention. Results: The average learning motivation increased from 110.4 (Cycle I) to 116.8 (Cycle II), equivalent to a 6.4-point increase or a 5.8% increase, indicating the positive impact of TEL on learning motivation. Conclusion: TEL-based classical guidance services are worth adopting to strengthen high school students' learning motivation, mainly due to their interactive nature and rapid feedback, which facilitate engagement and self-confidence. Originality/Value: This study provides practical and empirical novelty in the field of guidance and counseling and educational technology by uncovering that the structured integration of Technology Enhanced Learning TEL combining visual presentations, short videos, interactive quizzes, microlearning, and rapid feedback reinforcement substantially increases student learning motivation by 5.8 percent across intervention cycles regarding the pedagogical transformation of classical guidance services from conventional delivery into interactive digital formats within the context of tenth grade students at SMA Negeri 12 Semarang, which has remained underexplored. These findings enrich empirical evidence and serve as a strategic benchmark in developing standard operating procedures for digital classical guidance, formulating technology integrated school counseling curricula, and designing adaptive guidance interventions aligned with students contemporary digital learning ecosystems.
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