Profile of Regulation Emotions of Vocational School Students After Religious Instrumental Music Intervention from the Perspective of Science Education

Abstract

Objective: This study aims to analyze the percentage of regulated emotions among vocational high school (SMK) students after the application of a combination of religious instrumental music from a science education perspective. Method: The study used a quantitative descriptive approach with a survey of 90 SMK students in Blitar Regency, selected using purposive sampling. Data were collected using a Likert-scale questionnaire developed within Gross’s emotion regulation theory framework, then analyzed descriptively using percentages. Results: The intervention elicited predominantly positive affective emotions, particularly happiness (90.0%) and inner peace (71.1%), as well as reflective emotions such as spiritual emotion and nostalgia, whereas negative emotions such as anxiety and anger were low (17.8%). In addition, the majority of respondents reported increases in emotional awareness, cognitive reappraisal abilities, control over negative emotions, and emotion-based motivation. Novelty: The novelty of this study lies in the quantitative mapping of the distribution of emotion types after the musical instrument intervention, which provides a detailed empirical picture of the dynamics of students’ emotion regulation in the context of science education.