development. According to Susilo, p. (2018, p. 24), adolescence lasts around the age of 12 to 21

years, when individuals experience development to reach physical, mental, social and emotional

maturity. During this transitional period, an individual experiences development both mentally,

socially, physically and emotionally. It is undeniable that in adolescence there are often ups and

downs in hormones, especially in terms of emotions. Adolescents tend to have desires that must be

fulfilled, and the emergence of these desires makes adolescents act without thinking about the

impact and consequences of their treatment. Teenagers tend to easily vent their negative emotions

and obey all the desires that must be obtained. This is something that can happen that causes

teenagers to fall into complicated things (Rahayu, 2017; Skinner & Wellborn, 2019).

Adolescence is the peak period of emotions, a period of high emotional development; physical

maintain the ego so that emotions become a benchmark for a person's resilience in facing and

solving problems that arise (Bocci & Niemiec, 2020).

Goleman, p. (2016, p. 38), states that an individual has two brains, two thoughts, and two

different types of intelligence, namely rational intelligence and emotional intelligence. A person's

success in life is determined by both, not only by reasoning, but the emotional intelligence that plays

a role. Based on this opinion, it can be seen that high reasoning cannot guarantee that a person will

be able to deal with experiences outside the academic world. In contrast to reasoning, which is a

genetic factor that is permanent and cannot be changed, Emotional Quotient (EQ) or emotional

intelligence can be developed, nurtured, studied in the learning process and react through life

experiences, from birth to death. Basically, what worries me is that students who are only highly

the teaching and learning process at school, many children are often found to be intelligent but lack

of emotional intelligence development such as a lack of self-awareness in understanding their

emotions, not understanding how to manage emotions well, low self-motivation, lack of

participation in what others feel, lack of adjustment to others, so that there are students who are

hampered in learning activities at school and lack respect for others. As expressed by Shapiro

(Taluke et al., 2019), emotional intelligence as part of social intelligence involves the ability to

monitor one's own and others' emotions and feelings, organize them, and use this information to

guide thoughts and actions.

Based on several research studies related to student's emotional intelligence, the researcher

conducted interviews with BK teachers with the results that some students experienced emotional

aggressive behaviour, impatience, easy despair, lack of sensitivity to the feelings of oneself and

others, lack of empathy, inability to control emotions, short-temperedness, and acting according to

feelings without thinking about the consequences.

According to Hartanti, p. (2022, p. 11), group guidance services can be interpreted as

assistance to individuals that is carried out in a group situation. Group guidance can be in the form

of information delivery or group activities discussing educational, work, personal and social issues.

In the group guidance service, general topics that are of concern to group members will be

discussed, and problems that are topics of discussion will be discussed through the atmosphere of

group dynamics in a great and organized manner so that group members under the guidance of the

group leader will follow.

during the learning process can be done by using games.

Emotional intelligence (EQ) plays a crucial role in students' success, influencing their

interpersonal relationships and academic performance. Goleman (2016) emphasizes that emotional

intelligence, alongside cognitive abilities, determines life success. However, many students struggle

with emotional regulation, affecting their academic and social interactions. Recent studies, such as

those by Hartinah (2017) and Ulandari and Juliawati (2019), highlight the benefits of emotional

intelligence interventions in school settings. This study aims to address this gap by exploring the

effectiveness of group guidance with simulation game techniques to enhance emotional intelligence

among vocational high school students.

Research variables

This study has two variables, namely the independent variable is the group guidance service

of the simulation game technique (X) and the bound variable increases emotional intelligence.

Research Design

The design in this study uses a pre-test and post-test control group. It consists of two

randomly selected groups, which are then given a pre-test to determine the initial state and a post-

test to determine whether there is a difference in the results between the experimental group and

the control group.

members each; therefore, later, the 9 members will be given treatment.

Research Instruments

This research instrument uses indicators from books, which are made to be the item item of

the question. The researcher obtained 30 question items from the book's indicators, then all items

were tested for validity whether each item was valid or not. Of the 30 questions that were valid, only

26 and 4 items were declared invalid.

Data Analysis Techniques

In this study, the researcher used a normality test, a homogeneity test and a hypothesis test.

The normality test is used to find out whether the test result data is normally distributed or not. for

homogeneity test, this analysis was carried out to determine the fulfilment of homogeneity

assumptions for each data category. If the homogeneity assumption is proven, the researcher can

perform further data analysis steps. Furthermore, the hypothesis test, After the prerequisite test of

the analysis, the data will be tested hypothetically to determine the influence of the services

After being given treatment or treated with group guidance with simulation game techniques,

then the data is analyzed and calculated from the results of the questionnaire that has been given to

the respondents. The following data explains the influence of group guidance with simulation game

The results of the research variables' homogeneity test stated that the data's variance was

homogeneously distributed with the value of Asymp. Sig. (2 tailed) is greater p > 0.05 or 0.062 >

0.05. So it can be concluded that the data of the research results are homogeneous.

emotional intelligence of students in class X-RPL SMKN 10 Semarang

emotional intelligence of students in class X-RPL SMKN 10 Semarang.

techniques to improve the emotional intelligence of students in class X-RPL SMKN 10 Semarang,

was accepted. This means that providing treatment with the guidance of the simulation game

technique group significantly influences the improvement of students' emotional intelligence in

class X-RPL SMKN 10 Semarang. Then, it can be concluded that there is an influence and a

significant increase in students' emotional intelligence in class X-RPL SMKN 10 Semarang through

group guidance with simulation game techniques.

carried out are discussed and explained. Discussion about the influence of group guidance with

simulation game techniques to increase the emotional intelligence of students in class X - RPL SMKN

10 Semarang experimental group for the experimental group was given treatment or treatment

with group guidance with simulation game techniques while the control group was not given any

treatment. The following are the statistical descriptive results of each group as follows:

From the results of the calculation of the questionnaire of the control group of 18 students,

the results of the pretest were obtained with a mean or average value of 68.7, a median value or

middle score of 66, the highest score of 93, a low score of 52 and a standard deviation value (std.

deviation) of 9.96 while for the results of the posttest obtained a mean or average value of 62.3, a

median value or middle score of 62.5 and a highest score of 69, The lowest score was 58 and the

group guidance with simulation game techniques. From these results, it can be concluded that it is

not significant, and there is no increase in the control group.

As for the calculation of the questionnaire of the experimental group of 18 students, the

results of the pretest were obtained with a mean or average value of 57.6, a median value or middle

score of 64, the highest score of 83, a low score of 26 and a standard deviation value (std. deviation)

of 15.9 while for the results of the posttest after treatment, the results of the mean or average value

were obtained of 63.1, the median value or middle value of 64, The highest value is 6, the lowest

value is 60. The standard deviation value (std. deviation) is 1.60. Furthermore, from the average

mean results of the emotional intelligence questionnaire results of students in class X - RPL SMKN

10 Semarang, after being given treatment with group guidance using simulation game techniques,

test obtained a t-value of 2.475 for the pretest and post-test calculations, then from the results of the

mean pretest and post-test values, there was a difference or the average value of the difference of

6.389 and the sig value. (2-tailed) 0.001. This means that providing treatment with the guidance of

the simulation game technique group significantly influences the improvement of students'

emotional intelligence in class X-RPL SMKN 10 Semarang.

increasing emotional intelligence. This is evidenced by the results of the questionnaire of the

experimental group, which obtained an increase in the mean or average value from the pretest of

57.6 to the posttest of 63.11, in other words, an increase of 9.5%. Furthermore, the results of the T-

test obtained a value of sig. (2-tailed) 0.001. This means that providing treatment with the guidance

of the simulation game technique group significantly influences the improvement of students'

emotional intelligence in class X-RPL SMKN 10 Semarang. This study demonstrates that group

guidance with simulation game techniques significantly improves emotional intelligence among

vocational high school students. The findings suggest that such techniques could be incorporated

into counseling programs to help students better manage their emotions. Future research could

explore the long-term effects of these interventions and their applicability in other educational

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