The Effectiveness of AI-Assisted Classroom Guidance Services in Improving Academic Resilience among Junior High School Students

Elin Maulida Rahmawati; Andi Kiswanto; Mumu Muzayyin Maq; Reri Taria Nurhaliza

doi:10.58421/gehu.v5i5.2084

DOI:

https://doi.org/10.58421/gehu.v5i5.2084

Authors

Elin Maulida Rahmawati Universitas Nahdlatul Ulama Cirebon
Andi Kiswanto Universitas Nahdlatul Ulama Cirebon
Mumu Muzayyin Maq Universitas Nahdlatul Ulama Cirebon
Reri Taria Nurhaliza Universitas Nahdlatul Ulama Cirebon

Keywords:

Academic Resilience, Artificial Intelligence, Classical Guidance, Junior High School Students

Abstract

Academic resilience is an important psychological capacity that enables students to adapt to academic pressure, difficulties, and failure. This study examined the effectiveness of an AI-assisted 5C-based classical guidance service in improving academic resilience among junior high school students. A quasi-experimental pretest-posttest control group design was conducted involving 62 eighth-grade students at SMP Negeri 15 Kota Cirebon, Indonesia. Participants were selected from two intact classes, with 31 students assigned to the experimental group and 31 students to the control group. The experimental group received five classical guidance sessions based on Martin and Marsh’s 5C framework: Confidence, Coordination, Control, Composure, and Commitment, supported by the RESILIA-BK AI-assisted guidance application. Academic resilience was measured using a 32-item scale based on Cassidy’s framework. Data were analyzed using descriptive statistics, independent-samples t-test, and ANCOVA with pretest scores as covariates. The experimental group increased from Mean = 95.65 to Mean = 104.74, while the control group increased from Mean = 94.97 to Mean = 98.00. ANCOVA results showed a significant difference in adjusted posttest scores between groups, F(1,59) = 36.989, p < .001, partial η² = .385. The findings indicate that AI-assisted classical guidance may serve as a complementary approach to strengthen students’ academic resilience under counselor supervision.

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