DEVELOPMENT OF STUDENTS' LEARNING INDEPENDENCE THROUGH ENTREPRENEURSHIP-BASED CLASSICAL GUIDANCE SERVICES IN THE DSE PROGRAM AT SMK MUHAMMADIYAH KRAMAT

Abstract

Students’ learning independence is an important aspect in supporting learners to take responsibility for their learning activities, complete tasks, and make decisions without excessive dependence on others. In the context of vocational education, learning independence is also relevant to the development of attitudes and skills through the Dedication of Students to School and Entrepreneurial Skills (DSE) program. This study aims to describe the development of students’ learning independence after participating in entrepreneurship-based classical guidance services through the DSE program. This study employed a descriptive qualitative approach involving three students of class XI TKRO 4 at SMK Muhammadiyah Kramat, namely HA, AKB, and MIM. Data were collected through observation, interviews, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings show that the development of learning independence differed according to the initial conditions of each student. HA showed improvement in courage, initiative, and completing tasks without always waiting for direction. AKB demonstrated improvement in self-control, responsibility, discipline, and involvement in learning activities. Meanwhile, MIM showed greater courage in expressing opinions, initiative, and participation in the DSE program. These developments were supported by the implementation of four classical guidance sessions involving discussion, question-and-answer activities, exercises, and reflection related to students’ experiences in the DSE program. The study concludes that entrepreneurship-based classical guidance services through the DSE program contributed positively to the development of students’ learning independence, although several aspects still require continuous strengthening.