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This is a Quantitative Study study.

The Classical Guidance Service Program To Develop Student Engagement

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No significant improvement in student engagement was observed following classical guidance services, leading to the acceptance of the null hypothesis.
The study involved 31 11th-grade students at SMA Al Ma’soem using a pre-experimental design with a p-value of 0.747 and a t-value of -0.325.
Assessment utilized a pre-test post-test method to measure engagement changes, indicating limitations in current approaches.
Findings highlight the need for more interactive learning methods to effectively enhance student engagement in educational settings.

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Quantitative analysis revealed no significant changes in student engagement after guidance services, suggesting alternative methods may be needed.

Kusnadi et al. (2025) studied this question.

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Quantitative analysis revealed no significant changes in student engagement after guidance services, suggesting alternative methods may be needed.