THE EFFECTIVENESS OF CLASSICAL GUIDANCE SERVICES USING QUIZIZZ (WAYGROUND) INTERACTIVE LEARNING MEDIA TO REDUCE STUDENTS' LEARNING BURNOUT

Abstract

Learning burnout is one of the common academic problems experienced by senior high school students. This condition is characterized by emotional exhaustion, decreased learning motivation, reduced concentration, and declining participation during classroom activities. One strategy to address this issue is integrating interactive learning media into classical guidance services. This study aimed to determine the effectiveness of classical guidance services using Quizizz (Wayground) interactive learning media in reducing students' learning burnout.

The research employed a quantitative approach using a One-Group Pretest–Posttest Design. Thirty-six eleventh-grade students were selected through purposive sampling based on preliminary observations and recommendations from the school counselor. Data were collected using a psychological scale, observation, and documentation. The collected data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, and the Paired Sample t-test.

The findings indicated a significant reduction in students' learning burnout after the intervention. The average burnout score decreased from 116.97 during the pretest to 103.44 in the posttest. Normality testing showed that both datasets were normally distributed (Sig. = 0.200). Furthermore, the Paired Sample t-test produced t = 8.417 with Sig. = 0.000 (p < 0.05), indicating that classical guidance services using Quizizz (Wayground) significantly reduced students' learning burnout.

These findings suggest that integrating interactive digital media into guidance services can increase students' engagement and create more enjoyable learning experiences, thereby reducing learning burnout