Effectiveness of Classical Guidance Services to Improve Student Learning Motivation at Kampung Bharu Guidance Center Malaysia
DOI:
https://doi.org/10.24114/icp.v6i1.70514Keywords:
Classical Guidance, Learning Motivation, Non-Formal Education, StudentsAbstract
This study aims to determine the effectiveness of classical guidance services in improving students’ learning motivation at the Sanggar Bimbingan Kampung Bharu, Malaysia. The research employed a quantitative approach using a pre-experimental method with a One Group Pretest–Posttest Design. The study involved 10 students who participated in the classical guidance sessions. The instrument used was a learning motivation questionnaire based on a Likert scale. Data were analyzed using the Paired Sample t-test to examine differences in scores before and after the intervention. The results showed an increase in the average learning motivation score from 30.2 on the pretest to 36.8 on the posttest, with a mean difference of 6.6 points. The statistical test results indicated that the calculated t-value (12.69) was greater than the critical t-value (2.262) at a 0.05 significance level, meaning there was a significant difference between pretest and posttest scores. This finding demonstrates that classical guidance services are effective in enhancing students’ learning motivation. Through structured and interactive guidance activities, students were able to recognize their potential, foster enthusiasm for learning, and develop learning independence. Therefore, classical guidance services have proven to be an effective strategy to be implemented in non-formal educational institutions to foster students’ learning motivation. The results of this study are expected to serve as a reference for counselors and educators in developing guidance programs in non-formal institutions, especially for Indonesian children studying abroad. These findings highlight the importance of structured classical guidance in strengthening students’ internal learning drive, an aspect that deserves further attention in non-formal educational settings.References
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