Effectiveness of Group Guidance Using Modeling Techniques to Enhance Student Learning Independence in Malaysian Guidance Centers

Abstract

This research aims to determine students' learning independence at Sanggar Bimbingan Malaysia and examine the effectiveness of group guidance services using modeling techniques. The study employed a quantitative experimental design involving students at Sanggar Bimbingan Malaysia. Data collection utilized questionnaires to measure learning independence levels. Students were divided into experimental and control groups, with the experimental group receiving group guidance services with modeling techniques, while the control group received group guidance services without modeling techniques. Data analysis employed the Wilcoxon Signed Ranks Test and Kolmogorov Smirnov Two Independent Samples test. Results revealed that students with low learning independence demonstrated inability to regulate their learning process independently, particularly in determining learning objectives, selecting learning strategies, and evaluating learning outcomes. The findings indicated: (1) significant differences in learning independence within the experimental group between pretest and posttest after receiving group guidance services with modeling techniques, (2) significant differences in learning independence within the control group between pretest and posttest after receiving group guidance services without modeling techniques, and (3) significant differences in learning independence between experimental and control groups following treatment. This study demonstrates that modeling techniques integrated into group guidance services serve as a more effective intervention strategy for enhancing student learning independence, suggesting that guidance counselors should consider incorporating observational learning approaches to maximize students' self-regulated learning capabilities.