Bimbingan Klasikal Berbasis Problem Based Learning sebagai Strategi Mengurangi Ketergantungan Gadget Siswa SMK

Abstract

The rapid growth of digital technology has increased uncontrolled gadget use among vocational high school students, lowering learning performance, social relationships, and self control. This article aims to examine the theoretical basis of gadget dependency among vocational high school students and to explore the potential of Problem Based Learning (PBL) based classical guidance as a strategy to reduce that dependency. This study applies a conceptual approach through library research. The literature sampling technique uses purposive sampling, selecting articles and books relevant to gadget dependency, classical guidance, and PBL published within the last ten years. The instrument used is a document analysis guide to review and classify theories from the literature. Data were analyzed using content analysis to identify patterns among concepts. The findings show that PBL encourages students to identify problems, analyze causes, formulate solutions, and critically evaluate their gadget use, so PBL based classical guidance has potential as an effective intervention strategy. Counselors, schools, and future researchers are advised to apply and test this strategy empirically in the field.