IMPROVING CAREER MATURITY THROUGH GROUP GUIDANCE USING ROLE PLAY TECHNIQUES FOR HIGH SCHOOL STUDENTS

Abstract

Career maturity is an essential developmental competency that enables students to make realistic educational and occupational decisions. However, many senior high school students continue to demonstrate low levels of career maturity, characterized by limited self-understanding, inadequate career planning, and uncertainty regarding future educational and occupational pathways. This study aimed to examine the effectiveness of group guidance using role-play techniques in improving the career maturity of students at SMA BOPKRI 1 Yogyakarta. The study employed a Guidance and Counseling Action Research (GCAR) design based on the Kemmis and McTaggart spiral model, consisting of two intervention cycles involving planning, action, observation, and reflection. Twelve eleventh-grade students with low career maturity scores were selected through purposive sampling from an initial population of 70 students. Data were collected using a 72-item Career Maturity Questionnaire developed from Super's career maturity dimensions, supported by observation sheets, interviews, and process evaluation forms. Instrument reliability testing produced a Cronbach's Alpha coefficient of 0.709, indicating acceptable internal consistency. Quantitative data were analyzed using descriptive statistics and Spearman's Rank Correlation. The findings demonstrated a continuous improvement in students' career maturity, with the mean score increasing from 95.83 at the pretest stage to 149.33 after Cycle I and 163.25 after Cycle II. Statistical analysis indicated that these improvements were highly significant (p < .001). The iterative action research process also enhanced students' engagement, confidence, career exploration, and decision-making abilities through experiential learning activities. These findings suggest that group guidance employing role-play techniques represents an effective intervention for strengthening career maturity among senior high school students and may serve as an evidence-based strategy for school counselors seeking to improve students' readiness for future educational and occupational transitions