A Brief Solution-Focused Counseling Guide to Improve Self-Regulated Learning in Vocational High School Students

The low level of self regulated learning among vocational high school students, reflected in the lack of learning initiative, delays in task completion, and limited self-reflection ability due to both internal and external factors, becomes an obstacle in achieving an optimal learning process. This study aims to develop and test the effectiveness of a Solution-Focused Brief Counseling (SFBC) guidebook in improving students’ self-regulated learning. The research employed a research and development design followed by a pretest-posttest control group experiment. The research subjects consisted of 24 students who were randomly assigned into a control group (N=12) and an experimental group (N=12). The data collection instrument was a validated self-regulated learning scale, with data analysis using the Shapiro-Wilk test for normality and the Wilcoxon Rank Sum Test (Mann-Whitney U-Test) to examine differences between groups. The results showed that the SFBC guidebook met the acceptability criteria (CVR = 11; CVI = 1) and was highly practical (99.32%). The effectiveness test produced a significance value of p = 0.006 < 0.05 with an effect size |r| = 0.556, which falls into the large category, indicating a significant effect of the guidebook on improving students’ self-regulated learning. It is concluded that the SFBC guidebook is effective in supporting the reinforcement of self-regulation in learning. The implications of this research highlight the importance of developing solution-based counseling media that are applicable and systematic to strengthen students’ learning independence.