Improving Learning Time Management through Classroom Guidance Assisted by Situation Cards at SMA Negeri 1 Bandar Lampung

Abstract

Effective time management enables students to organize their learning activities in a systematic manner. This study sought to enhance the learning time management of 32 students in class X.8 at SMA Negeri 1 Bandar Lampung through classroom guidance supported by situation cards. Guidance and Counseling Action Research (PTBK) was adopted, following the Kemmis and McTaggart model over three cycles. Data were gathered using a learning time management scale, together with observations, researcher notes, student worksheets, and oral reflections. The data were analyzed descriptively, and pre-test and post-test scores were compared using a paired-samples t-test. The mean score rose from 18.69 at the pre-test to 24.63 at the post-test, a gain of 5.94 points. At the individual level, 29 students showed an improvement, one student’s score remained unchanged, and two students’ scores declined. The difference was statistically significant, t(31) = 7.324, p < 0.001, with an effect size of Cohen’s d_z = 1.29. These findings suggest that learning time management scores improved following the intervention. Nevertheless, because the study did not include a control group, the improvement cannot be attributed solely to the intervention.