Student Involvement In Digital Media-Based Career Group Guidance Services And Successful Career Planning: A Case Study At Sma Negeri 1 Sumber

Abstract

Digital transformation in education has driven a paradigm shift in guidance and counseling services, especially in the development of student career planning services. Although various studies have examined the effectiveness of digital media in career guidance services, there is still limited research that analyzes student engagement as a multidimensional construct involving cognitive, affective, and reflective aspects. This study aims to: (1) describe the implementation of digital media-based career group guidance services; (2) identify variations in student engagement in services; (3) analyze factors that affect student engagement; and (4) examine the relationship between student engagement and career planning success. The research uses a qualitative approach with a case study design. The research was carried out at SMA Negeri 1 Sumber Cirebon Regency with the participation of one Guidance and Counseling teacher as the key informant and fifteen students in grades XI and XII who were selected using purposive sampling techniques based on high, medium, and low involvement categories. Data collection was carried out through in-depth interviews, participatory observations, and documentation studies. Data analysis uses Braun and Clarke's thematic analysis which includes data familiarization, initial coding, theme search, theme review, theme definition, and report preparation. The validity of the data is carried out through source triangulation, method triangulation, and member checking. The results of the study show that digital media-based career group guidance services are carried out through the use of Google Classroom, Google Meet, educational YouTube, interest and aptitude test applications, university websites, and career exploration platforms. Three categories of student involvement were found, namely high, medium, and low. Students with high engagement exhibit broader career exploration abilities, deeper self-reflection, and more mature career decision-making than students with moderate and low engagement. Factors influencing engagement include intrinsic motivation, career interests, self-efficacy, family support, the role of BK teachers, socioeconomic conditions, and access to digital technology. The research findings expand the concept of exposure intensity of career guidance services by asserting that the success of services is determined not only by the frequency of participation, but also by the quality of students' cognitive, affective, and reflective engagement during the service process.