THE EFFECTIVENESS OF CLASSICAL GUIDANCE USING PSYCHOEDUCATION TECHNIQUES TO REDUCE TIKTOK-RELATED FEAR OF MISSING OUT (FOMO) AND IMPROVE STUDENTS' LEARNING FOCUS

Abstract

Fear of Missing Out (FOMO) associated with TikTok trends has become a significant issue among students, leading to decreased learning focus and classroom engagement. This study aimed to examine the effectiveness of classical guidance services using psychoeducation techniques in reducing TikTok-related FOMO and improving students' learning focus. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The participants consisted of 35 eleventh-grade students of Accounting and Financial Institution (AKL 1) at SMKN 1 Dukuhturi, Indonesia, selected through saturated sampling. Data were collected using Likert-scale questionnaires, observations, and documentation. The data were analyzed using descriptive statistics, normality and homogeneity tests, and a paired-samples t-test. The findings revealed a significant decrease in students' FOMO after the intervention. The mean pretest score decreased from 140.54 to 123.83 in the posttest, with a mean difference of 16.71 points. The paired-samples t-test indicated a significance value of 0.000 (p < 0.05), confirming that the classical guidance service using psychoeducation techniques was effective in reducing TikTok-related FOMO. Furthermore, students demonstrated improved learning focus, including better attention during lessons, reduced smartphone use in class, and greater participation in learning activities. These findings suggest that psychoeducation integrated into classical guidance services can serve as an effective preventive and developmental strategy to promote healthier social media use and enhance students' academic engagement.