Adanya siswa di Lembak yang mengalami kebingungan dalam memilih jurusan di perguruan tinggi. Hal ini menjadi tujuan penelitian untuk mendeskripsikan pengaruh budaya Lembak terhadap perencanaan karier siswa. Jenis penelitian merupakan deskriptif kualitatif natural setting. Teknik pengumpulan data menggunakan teknik observasi partisipatif, wawancara tak terstruktur, dan dokumentasi. Analisis data menggunakan model Spradley analisis domain, taksonomi, komponensial, & tema kultural. Analisis domain menghasilkan data bahwa perencanaan karier siswa kurang optimal. Analisis taksonomi, menghasilkan data perincian peran orang tua, kedisiplinan, komunikasi, dan tanggung jawab. Analisis komponensial, orang tua hanya memberi kecukupan materi, sementara bimbingan terhadap anak kurang. Analisis tema kultural, perencanaan karier siswa kurang optimal karena kurangnya peran orang tua sebagai bagian dari akibat perilaku kultural. Komunikasi siswa yang kasar menyebabkan relasi pertemanan siswa di Lembak terbatas. Jadi, pada budaya Lembak 1) orang tua kurang berperan, 2) siswa kurang disiplin, 3) pergaulan terbatas, dan 4) siswa kurang bertanggung jawab mempengaruhi perencanaan karier siswa.

This study aims: (1) to determine the level of self management in the learning of class X IPA students before getting group guidance services, (2) to determine the level of self management in learning X grade science students after receiving group guidance services, and (3) to find out group guidance services can improve self management in learning grade X IPA students before and after being given group guidance services. This research method is action research in counseling and guidance services (PTBK). The data collection techniques used in this study are questionnaires, observations, and documentation. Data analysis in this study used descriptive quantitative data analysis using the percentage formula. The results showed that: (1) The level of self management in learning class X students before being given group guidance with the role playing technique was in the low category with an average score of 68, (2) The level of self management in students of class X IPA after getting service group guidance with role playing techniques is in the high category with an average score of 109, (3) the level of self management in learning grade X IPA students experienced a good increase, before being given group guidance services using the role playing technique of self management level with a low score 68 and after being given group guidance services using role playing techniques there was an increase with an average score of 109. This shows that there was a significant increase in the low category to be high with a score of 41.