Erika Halawa



The purpose of this BK class action research is to find out whether group guidance services can reduce truant behavior in Class XI-OTKP Students at Hilimegai 1 State Vocational High School. The subjects of this research were students in class Determination of classes was based on the level of problems they had in accordance with the results of discussions with fellow teachers carried out before the research, namely that all students in the class had played truant at a low rate and the frequency ranged from 9 to 15 times. The results of research on reducing truancy behavior through group guidance services for students in class . 2) Reducing students' truant behavior with treatment in the form of group guidance services, obtained fairly good criteria (62.86%) in cycle I. After receiving group guidance, the criteria increased to high (85.71%) in cycle II, thus, there was an increase amounting to 22.85%. This improvement includes positive aspects of self-adjustment and negative truant behavior. So it can be concluded that group guidance services are able to increase the reduction of students' truant behavior at school. 3) The reduction in truant behavior shows a significant increase after receiving group guidance services, which means group guidance can increase the reduction in truancy behavior at school.


How to Cite
Erika Halawa. (2023). Efforts to reduce truancy behavior through group guidance services for class xi-otkp students at state vocational high school 1 hilimegai. Journal of Education Innovation and Curriculum Development, 1(3), 70–74. Retrieved from http://journals.iarn.or.id/index.php/educur/article/view/238
Council, N. R. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
Cunningham, B. M. (2008). Using action research to improve learning and the classroom learning environment. Issues in Accounting Education, 23(1), 1–30.
Daudelin, M. W. (1996). Learning from experience through reflection. Organizational Dynamics, 24(3), 36–48.
Dewi, R. S., & Anasy, Z. (n.d.). Developing Students’ Vocabulary Knowledge through Daily Journal Vocabulary (a Classroom Action Research at the Eighth Grade Students of MTs Pembangunan UIN Jakarta in Academic Year 2018/2019). Jakarta: FITK UIN Syarif Hidayatullah Jakarta.
Hinton, L. (2003). How To Teach When the Teacher Isn’t Fluent.
Kirby, D. A. (2004). Entrepreneurship education: can business schools meet the challenge? Education+ Training, 46(8/9), 510–519.
Lian, B. (2020). Giving creativity room to students through the friendly school’s program.
M. Strand, A.-S. (2014). ‘School–no thanks–it ain’t my thing’: accounts for truancy. Students’ perspectives on their truancy and school lives. International Journal of Adolescence and Youth, 19(2), 262–277.
Manning, K., Kinzie, J., & Schuh, J. (2012). One size does not fit all: Traditional and innovative models of student affairs practice. Routledge.
Nuraini, D. (2020). Curriculum change: Implementing the 2013 English Curriculum in senior high schools in West Java province, Indonesia.
Park, N., & Peterson, C. (2009). Achieving and sustaining a good life. Perspectives on Psychological Science, 4(4), 422–428.
Rao, M. S. (2010). Soft skills: Enhancing employability: Connecting campus with corporate. IK International Pvt Ltd.
Wagner, T. (2010). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need-and what we can do about it. ReadHowYouWant. com.
Willingham, W. W., Pollack, J. M., & Lewis, C. (2002). Grades and test scores: Accounting for observed differences. Journal of Educational Measurement, 39(1), 1–37.