Professional Documents
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CJR Prof Edu Dinda
CJR Prof Edu Dinda
REVIEW
MK. PROFESI
KEPENDIDIKAN
PRODI S1 PENDIDIKAN
Skor Nilai :
Febriya, 2014 1
NIM : 4183141061
MARCH,2019
0
EXECUTIVE SUMMARY
counselors. This research was conducted to determine the perceptions and readiness
of the counselor on guidance and counseling based on the applicable curriculum. The
sample teachers hold various perceptions, some negative and some positive,
guidance to students regarding the study of interest groups, subjects leading to career
paths for students , preparing questionnaires and intelligence tests, to analyze report
grades in high school, national exam scores in junior high schools, giving interviews
and analyzing parents' expectations. Strong Guidance and Counseling in schools that
counseling The teacher assists students in choosing majors and career choices to be
determined in the future according to the talents, interests, and abilities of students.
curriculum in schools is that there is a discrepancy between the provisions for the
services in the 2013 curriculum are 2 (two) classically face-to-face hours, but in reality
different in each school provided that at school who have implemented the
1
FOREWORD
Praise the presence of God. For all the blessings and prizes from the paper
We do not forget to thank the parties who helped us in helping and supporting us to
prepare this paper. I hope this paper can be useful for many people and as a teaching
material for me to make better papers in the future both to improve the form and
content contained in it, because of the limited knowledge that we have, we believe
there are still many short arrivals in writing this, therefore I really hope for
constructive suggestions and criticism from readers for the perfection of this paper.
Reviewer
2
TABLE OF CONTENT
EXECUTIVE SUMMARY i
FOREWORD ii
CHAPTER I PRELIMINARY 1
A. Main Book 3
B. Comparison Book 7
CHAPTER IV CLOSING 14
A. CONCLUTION 14
B. RECOMMENDATION 14
BIBLIOGRAPHY 15
CHAPTER I
3
PRELIMINARY
students currently, criticizing journals is one way that can be done to increase
activities examines one or more of the books with the general aim of training
conveying information and being responsible. By reviewing the reader can find
out the quality of the journal by comparing the work of the same or other
authors and can provide input to the author of the journal in the form of
criticism and suggestions on the writing system, the contents and substance of
the journal.
B. The purpose of writing CJR
1. To review the content and material contained in the journal.
2. Search for and find information in the journal.
3. Train critical thinking in finding information provided by each journal.
4. To be able to compare one journal with another journal.
C. Benefits of CJR
1. To fulfill the duties of the Education Professionals course.
2. To increase knowledge about the education profession.
3. To know many things about journals, and train students to love reading
D. Identity of the Journal being reviewed
1. The Main Book
a. Title of Journal : SURVEY OF THE PERCEPTION AND
READINESS FOR COUNSELORS TO GUIDANCE
AND COUNSELING BASED ON CURRICULUM
2013 IN SOUTH SURABAYA HIGH SCHOOL.
b. Name of Journal : Jurnal BK UNESA
2
c. Published Edition : 2014
d. Author of journal : Rezki Wanda Febriya
e. Publisher :-
f. City of Published : Surabaya
g. ISSN :-
h. Site Address : https://jurnalmahasiswa.unesa.ac.id/index.php
/jurnal-bk-unesa/article/view/9199/9135
2. The Comparison Book
a. Title of Journal : Teachers’ Perceptions toward School Counselors
in Selected Private Schools in Lebanon
b. Name of Journal : Social and Behavioral Sciences
c. Published Edition : 2015
d. Author of journal : Racha Khansa
e. Publisher : Elsevier Ltd
f. City of Published : Lebanon
g. ISSN : 1877-0428
h. Site Address : http://sci-hub.tw/https://doi.org/10.1016/j.
sbspro.2015.03.41
3
CHAPTER II
SUMMARY OF JOURNAL
A. Main Book
High School.
Research Subject This research was conducted in Surabaya's south
School
4
Assessment Data Survey research is one of the most widely used data
2013 Curriculum.
Valuation Method The survey is a method of collecting primary data by
5
examined by the BK teacher's perception of the 2013
curriculum in 9 schools.
respondents in writing.
Withdrawal).
study.
Result Research Perceptions or responses regarding Guidance and
6
Guidance and Counseling based on the 2013
Teachers.(Febriya, 2014)
Strength of Research The strength of this journal is the use of the 2013
7
analysis using interactive concepts Miles and
B. Comparison Book
Lebanon
Research Subject The participants will consist of 100 elementary,
the study.
Valuation Method Conducting interviews is one way of collecting data in
8
measures of validity or reliability provided yet. The
Lebanon.
done.
Result Research Most teachers interviewed are aware of the fact that a
9
family comes first. Moreover, they know that the
the school and he/ she is not there to take over their
10
counseling courses since their counselors are either
11
CHAPTER III
ANALYSIS/DICUSSION
resolve, direct and aid students regarding their self image, value, self-
the comparison journal the way to collect data is by calling each teacher
school.
12
So conclusions that can be taken in collecting data to see the
by the interviewee are identified, and then after the data is analyzed, the
good and can also be applied in the real world and can be used as
reference lessons for students and society, but for further research, the
13
subject of each school should be more than just 1 counselor at school to 2
Indonesian language rules, words are also easy to understand both among
for the subject area used is quite large covering 100 teachers in 13 private
schools, but for future research it can also use subjects from public schools
14
CHAPTER IV
CLOSING
A. CONCLUTION
In conclusion, there is still a need for school counselors to further
needs to state the objectives and procedures concerning the rules, applications
institutions, they are the ones responsible for improving school counseling by
addition, the counseling program should become a major and not only an
offered by schools, which will encourage parents to seek the counselor’s help
when their child faces a problem. A recommendation for further study would
larger sample. Moreover, the teacher should also be interviewed after two or
changed over the years. This would allow for a more thorough assessment of
15
BIBLIOGRAPHY
16
SURVEI TENTANG PERSEPSI DAN KESIAPAN KONSELOR TERHADAP BIMBINGAN DAN
KONSELING BERDASARKAN KURIKULUM 2013 DI SMA SURABAYA SELATAN
SURVEY OF THE PERCEPTION AND READINESS FOR COUNSELORS TO GUIDANCE AND COUNSELING
BASED ON CURRICULUM 2013 IN SOUTH SURABAYA HIGH SCHOOL.
ABSTRAK
Penelitian ini dilakukan di SMA Surabaya wilayah selatan dan khusus sekolah yang masih belum menerapkan
Kurikulum 2013. Penelitian ini bertujuan untuk mengetahui persepsi dan kesiapan Konselor terhadap Bimbingan
dan Konseling berdasarkan Kurikulum 2013, sampelnya yakni SMA Muhammadiyah 4 Surabaya, SMA
Antartika Surabaya, SMA Kartika Wijaya Surabaya, SMA Widya Dharma Surabaya, SMA Kawung 2 Surabaya,
SMA Giki 1 Surabaya, SMA Gema 45 Surabaya, SMA Pamardi Putra Surabaya dan SMA Budi Sejati Surabaya.
Dalam penelitian ini terdiri dari satu informan utama adalah Guru BK di sekolah. Penelitian ini merupakan
penelitian deskriptif kualitatif jenis survey. Teknik pengumpulan data yang digunakan dalam penelitian ini
adalah wawancara dan observasi. Metode analisis data menggunakan konsep interaktif Miles dan Huberman
melalui reduksi data, penyajian data, dan penarikan kesimpulan. Uji kredibilitas data menggunakan triangulasi
teknik. Hasil yang diperoleh melalui penelitian ini menunjukkan bahwa pesrsepsi dan kesiapan Guru BK di
sekolah berbeda-beda. Persiapan yang dilakukan oleh Guru BK dengan mengikuti pelatihan tentang
implementasi Kurikulum 2013, memberikan pengarahan pada siswa mengenai minat kelompok belajar, arah
mata pelajaran ke jenjang karir siswa.menyiapkan angket minat dan tes intelegnsi, menganalisis nilai raport di
SMP, nilai UN di SMP, memberikan wawancara dan analisis dukungan orang tua. Perbedaan yang signifikan
pada KTSP dengan Bimbingan dan Konseling berdasarkan Kurikulum 2013 adalah penjurusan diganti dengan
layanan peminatan ketika siswa kelas X. Kelebihan Bimbingan dan Konseling berdasarkan Kurikulum 2013 di
sekolah yaitu pada proses peminatan di awal kelas X Guru BK dapat membantu siswa dalam memilih jurusan
dan memantapkan pilihan karirnya untuk ke depan sesuai dengan bakat, minat dan kemampuan yang dimiliki
siswa. Sedangkan kelemahan Bimbingan dan Konseling berdasarkan Kurikulum 2013 di sekolah yaitu adanya
ketidaksesuaian antara ketetapan Kemendikbud mengenai waktu pelaksanaan layanan Bimbingan dan Konseling
berdasarkan Kurikulum 2013 adalah 2 (dua) jam tatap muka secara klasikal namun pada kenyataannya berbeda
dengan ketetapan pada setiap sekolah bahwa di sekolah yang telah menerapkan Kurikulum 2013 tidak adanya
jam mengajar Bimbingan dan Konseling dikelas.
Kata Kunci: Persepsi, Kesiapan, Bimbingan dan Konseling berdasarkan Kurikulum 2013
ABSTRACT
This study was conducted at Senior High School of Surabaya Southern region and especially school were not
implementing the Curriculum 2013. This study was conducted to determine the perception and readiness
counselor to guidance and counseling based on the Curriculum, 2013, the sample were SMA Muhammadiyah 4
Surabaya, SMA Antartika Surabaya, SMA Kartika Wijaya Surabaya, SMa Dharma Widya Surabaya, SMA
Kawung 2 Surabaya, SMA Giki 1 Surabaya, SMA Gema 45 Surabaya, and SMA Pamardi Budi Putra Sejati
Surabaya. In this study consisted of one informant primary school teacher in the guidance and counseling. This
study was a descriptive qualitative research type of surve. This research was a descriptive qualitative research.
Data collection techniques used in this study were interviews and observation. Methods of data analysis used
interactive concept Miles and Huberman through data reduction, data presentation, and conclusion. Credibility
test data used triangulation techniques. The results obtained through this study indicate that guidance and
counseling Teacher pesrseption and readiness in different schools. Preparations made by the guidance and
counseling Teacher training on the implementation of the curriculum in 2013, provided guidance to students
regarding interest group study, subjects toward a career path to students, prepared questionnaire and tests
intelegention, to analyzed the value of report cards in junior high school, value of the UN in junior high school,
Survei Tentang Persepsi dan Kesiapan Konselor Terhadap Bimbingan dan Konseling Berdasarkan Kurikulum 2013 di SMA
Jurnal BK UNESA. Volume 04 Nomor 03 Tahun 2014,
Surabaya Selatan
gave interviews and analyzed of parents' expectations. Significant differences of education unit level curriculum
in the guidance and counseling curriculum 2013 were implemented majors was replaced by the service when the
specialization class X. The strong of Guidance and Counseling based on curriculum 2013 in the school that was
in the process of specialization at the beginning of class X guidance and counseling Teachers helped students in
choosing majors and career choices to established forward according to their talents, interests and abilities of
the students. While the weakness of Guidance and Counseling based on curriculum 2013 in the school was the
existence of a discrepancy between the provisions regarding the execution time of service Kemendikbud
Guidance and Counseling on curriculum in 2013 is 2 (two) hours of face to face in the classical style, but the
reality was different at each school with the provision that in schools that have implemented the curriculum
2013, there was no teaching hours of BK in class.
1
mengenai Sekolah Menengah Atas yang sudah yang diperoleh dengan menyimpulkan informasi
menerapakan Kurikulum 2013 sebanyak 36 sekolah, dan menafsirkan pesan”.
yaitu sekolah negeri ada 22 sekolah sedangkan Senada dengan pendapat di atas, (Rakhmat;
sekolah swasta terdapat 14 sekolah. Untuk Sekolah 2005) menyatakan bahwa persepsi adalah
Menengah Atas yang belum menerapkan Kurikulum pengamatan tentang obyek, peristiwa atau
2013 sebanyak 91 sekolah. Hal itu membuktikan hubungan yang diperoleh dengan menyimpulkan
bahwa banyak Sekolah Menengah Atas yang masih informasi dan menafsirkan pesan.
belum siap untuk menerapkan Kurikulum 2013. Berdasarkan pendapat-pendapat ahli dan kamus
Berdasarkan pengalaman peneliti di atas dapat disimpulkan bahwa persepsi
melaksanakan PPL (Program Pengalaman Lapangan) merupakan proses seseorang mengetahui beberapa
pada tanggal 14 Juli 2013 sampai tanggal 14 hal melalui pancaindranya dengan memberikan
September 2013 di SMA Muhammadiyah 4 Surabaya tanggapan dan menyimpulkan informasi tertentu.
masih belum menerapkan Kurikulum 2013.
Berdasarkan wawancara yang dilakukan kepada 2. Faktor-faktor yang mempengaruhi persepsi
konselor di SMA Muhammadiyah 4 Surabaya Faktor-faktor yang berperan dalam persepsi
menjelaskan bahwa pihak sekolah masih belum siap dapat dikemukakan adanya beberapa faktor, yaitu
dalam pelaksanaan Kurikulum 2013. menurut Walgito (2004:89) sebagai berikut:
Contoh lainnya karena masalah ketidaksiapan
pihak sekolah di SMA 1 Mojosari namun tetap a. Objek yang dipersepsi
menerapakan Kurikulum 2013 sehingga akibatnya b. Alat indera, syaraf, dan pusat susunan syaraf
sekolah tersebut masih belum optimal dalam c. Perhatian
mengimpelementasikan Kurikulum 2013. Pelayanan
peminatan yang diberikan kepada peserta didik tidak 3. Proses Pembentukan Persepsi
murni dari minat individu itu sendiri, namun oleh Proses pembentukan suatu persepsi melewati
pihak sekolah telah diatur jurusannya dan belum pasti beberapa proses seperti penglihatan, pendengaran
murni keinginan dari siswa sendiri. Dalam dan perabaan melalui alat indera terhadap objek
pelaksanaannya Kurikulum 2013 ini masih belum yang dijadikan perhatian.
optimal dalam implementasinya karena dari pihak
sekolah masih belum siap menerapkan.
B. Kesiapan
Fokus Penelitian 1. Pengertian kesiapan
1. Bagaimanakah persepsi atau tanggapan Konselor Definisi kesiapan adalah sudah siap atau sudah
terhadap Bimbingan dan Konseling berdasarkan disediakan (tinggal memakai saja), sudah bersedia
Kurikulum 2013? (untuk), menurut KBBI (Kamus Besar Bahasa
2. Apakah Konselor di sekolah telah siap dalam Indonesia). Sedangkan menurut Yusnawati
mengimplementasikan Bimbingan dan Konseling (2007:11), “kesiapan merupakan suatu kondisi
berdasarkan Kurikulum 2013? dimana seseorang telah mencapai pada tahapan
3. Persiapan apa yang telah dilakukan oleh Konselor tertentu atau dikonotasikan dengan kematangan
dalam menyongsong Bimbingan dan Konseling fisik, psikologis, spiritual dan skill”.
berdasarkan Kurikulum 2013?
4. Bagaimana pandangan Konselor mengenai Pendapat lain menurut Dalyono (2005 : 52)
perbedaan Bimbingan dan Konseling pada KTSP mengartikan “kesiapan adalah kemampuan yang
2006 dengan Bimbingan dan Konseling berdasarkan cukup baik fisik dan mental. Kesiapan fisik berarti
Kurikulum 2013? tenaga yang cukup dan kesehatan yang baik,
5. Apa pandangan Konselor mengenai kelebihan dan sementara kesiapan mental berarti memiliki minat
kelemahan Bimbingan dan Konseling berdasarkan dan motivasi yang cukup untuk melakukan suatu
Kurikulum 2013? kegiatan”.
2
Survei Tentang Persepsi dan Kesiapan Konselor Terhadap Bimbingan dan Konseling Berdasarkan Kurikulum 2013 di SMA
Jurnal BK UNESA. Volume
Surabaya04 Nomor 03 Tahun 2014, 1-11
Selatan
pekerjaan, karena dengan memiliki kesiapan, umum pelayanan Bimbingan dan Konseling
pekerjaan apapun akan dapat teratasi dan dapat secara keseluruhan.
dikerjakan dengan lancar serta memperoleh hasil
yang baik. D. Perbedaan Bimbingan dan Konseling pada
KTSP 2006 dengan Bimbingan dan Konseling
berdasarkan Kurikulum 2013
2. Aspek-aspek Kesiapan Berdasarkan pada modul pelatihan
Suatu kondisi dikatakan siap setidak-tidaknya implementasi Kurikulum 2013 untuk Guru
mencakup beberapa aspek, menurut Slameto BK/Konselor serta berdasarkan pada rambu-rambu
(2010:14), ada tiga aspek yang mempengaruhi penyelenggaraan Bimbingan dan Konseling dalam
kesiapan yaitu: jalur pendidikan formal (2007) dapat disimpulkan
1) Kondisi fisik, mental, dan emosional bahwa perbedaan pelaksanaan Bimbingan dan
2) Kebutuhan atau motif tujuan Konseling pada KTSP 2006 dengan Bimbingan dan
3) Keterampilan, pengetahuan, dan pengertian Konseling berdasarkan Kurikulum 2013 adalah
yang lain yang telah dipelajari. sebagai berikut :
Selain itu Slameto juga mengungkapkan
tentang prinsip-prinsip readiness atau kesiapan a. Pada KTSP 2006 komponen program Bimbingan
yaitu: dan Konseling terdapat empat layanan, yaitu
1) Semua aspek perkembangan berinteraksi pelayanan dasar bimbingan, pelayanan responsif,
(saling pengaruh mempengaruhi). perencanaan individual, dan dukungan sistem.
2) Kematangan jasmani dan rohani adalah perlu Dalam implementasi perencanaan individual
untuk memperoleh manfaat dari pengalaman. terdapat kegiatan orientasi, informasi, konseling
3) Pengalaman-pengalaman mempunyai individu, rujukan, kolaborasi, dan advokasi.
pengaruh yang positif terhadap kesiapan. Pengembangan diri yang merupakan wilayah
4) Kesiapan dasar untuk kegiatan tertentu komplementer antara Guru dan Konselor adalah
terbentuk dalam periode tertentu selama masa sebagian dari pelayanan dasar, responsif, dan
pembentukan dalam masa perkembangan. perencanaan individual Sedangkan, pada
Kurikulum 2013 layanan peminatan merupakan
C. Peran Guru BK dalam implementasi Kurikulum program Bimbingan dan Konseling yang berada
2013 dalam layanan perencanaan individual serta berada
ABKIN (2013:32), dalam kelembagaan UPBK dalam lingkup bidang karir. Melalui layanan
berkinerja sejumlah Guru BK atau Konselor yang peminatan peserta didik dibantu untuk dapat
dipimpin oleh seorang koordinator Bimbingan dan menentukan pilihan dan merencanakan program
Konseling. Peran mereka masing-masing adalah : belajar, lanjutan studi, pilihan vokasi dan atau
1) Guru BK menyediakan berbagai informasi, pilihan karirnya sesuai degan potensi, prestasi dan
2) Menyediakan instrument dan format minatnya.
pengumpulan data peserta didik : b. Pada Kurikulum KTSP Guru BK/Konselor
3) Menyelenggarakan pengumpulan data dengan membantu peserta didik dalam penempatan
menggunakan isntrumen tes, alat ungkap penjurusan ketika kenaikan kelas XI, sedangkan
masalah, dan format yang ada sehingga Guru pada Kurikulum 2013 Guru BK/Konselor sejak
BK atau Konselor memiliki data pribadi awal membantu penempatan peminatan peserta
peserta didik didik ketika kelas X.
4) Melaksanakan layanan awal arah peminatan c. Konsep layanan Bimbingan dan Konseling dalam
peserta didik, seperti layanan Informasi, Kurikulum 2013 tidak sekedar kegiatan yang
layanan Orientasi, layanan Bimbingan melakukan kontak langsung dengan peserta
Kelompok yang mendorong peserta didik didik/konseli, tetapi juga menyusun rencana
untuk berpikir, merasa, bersikap, bertindak, pelayanan Bimbingan dan Konseling,
dan bertanggung jawab (BMB3) berkenaan melaksanakan pelayanan Bimbingan dan
dengan materi arah peminatan yang dibahas. Konseling, mengevaluasi proses dan hasil
5) Menegaskan peminatan peserta didik dengan pelayanan Bimbingan dan Konseling, dan
menggunakan isian format II (arah awal melakukan tindak lanjut , serta memanfaatkan
peminatan). hasil evaluasi.
6) Menyelenggarakan Layanan Penempatan dan d. Waktu pelaksanaan layanan Bimbingan dan
Penyaluran sesuai dengan arah peminatan Konseling pada Kurikulum KTSP adalah 1 jam
studi peserta didik. tatap muka secara klasikal per kelas per minggu.
7) Menyelenggarakan monitoring dan evaluasi Sedangkan, waktu pelaksanaan layanan Bimbingan
terhadap keterlaksanaan arah peminatan dan Konseling berdasarkan Kurikulum 2013
peserta didik. menurut ketetapan Permendikbud No.81A Tahun
8) Melaksanakan penilaian jangka panjang 2013 menyatakan bahwa Bimbingan dan
(semesteran) sebagai bagian dari penilaian Konseling pada Kurikulum 2013 masuk kelas 2
(dua) kali tatap muka secara klasikal per kelas per
3
minggu dan satu kali kegiatan layanan/pendukung Penelitian Survei merupakan salah satu teknik
Bimbingan dan Konseling di luar kelas/di luar jam pengumpulan data yang banyak digunakan dengan
pembelajaran ekuivalen dengan 2 (dua) jam teknik pengumpulan data wawancara, dokumentasi,
pembelajaran tatap muka dalam kelas. observasi, dan lainnya. Survei merupakan metode
e. Dalam bimbingan klasikal diterapkan model pengumpulan data primer dengan memberikan
experiental learning, yang mana Guru pertanyaan-pertanyaan kepada responden-responden
BK/Konselor mengajak peserta didik untuk belajar secara tertulis (Jogiyanto; 2008: 3).
melalui pengalamannya sendiri sehingga dalam Penelitian ini menggunakan desain kualitatif,
pengambilan keputusan dalam hal ini peminatan karena data yang dikumpulkan berupa data kualitatif.
sesuai dengan keputusannya sendiri bukan Data kualitatif diperoleh melalui observasi dan
merupakan paksaan dari pihak lain. wawancara dengan konselor di sekolah untuk
f. Dalam implementasi layanan peminatan ini memperoleh informasi yang lebih dalam mengenai
bimbingan kelompok lebih ditekankan adanya persepsi dan kesiapan konselor sebelum menerapkan
kerjasama antar anggota kelompok dalam Kurikulum 2013.
memantapkan keputusannya dalam peminatan di Penelitian ini menggunakan beberapa subyek
sekolah. sebagai pembanding dan menggunakan teknik
g. Pada Kurikulum KTSP layanan konseling individu pengumpulan data melalui wawancara dan observasi
dilaksanakan ketika siswa memiliki masalah dan dalam memperoleh data yang diperlukan.Dalam
dilaksanakan melalui tahapan identifikasi kasus, menentukan subyek penelitian ini menggunakan
diagnosis, prognosis, treatmen, dan follow up. teknik Cluster Sampling (Area Sampling).
Sedangkan, layanan konseling individu pada Subyek Penelitian
Kurikulum 2013 dilaksanakan melalui analisis, Daftar Sekolah Surabaya Selatan
sintesis, diagnosis, konseling dan follow up. No Nama Sekolah
1 SMA Muhammadiyah 4 Surabaya
E. Kelebihan Bimbingan dan Konseling 2 SMA Antartika Surabaya
berdasarkan Kurikulum 2013 3 SMA Kartika Wijaya Surabaya
Menurut ABKIN (2013:5), secara khusus 4 SMA Widya Dharma Surabaya
tujuan pelayanan peminatan peserta didik adalah : 5 SMA Kawung 2 Surabaya
a. Di SMA/MA/SMALB pesrta didik diarahkan 6 SMA Giki 1 Surabaya
untuk memahami dan mempersiapakan diri 7 SMA Gema 45 Surabaya
bahwa 8 SMA Pamardi Putra
1) Pendidikan di SMA/MA/SMALB merupakan
9 SMA Budi Sejati
pendidikan untuk menyiapkan peserta didik
menjadi manusia dewasa yang mampu hidup
Dalam uji kredibilitas, peneliti menggunakan
mandiri di masyarakat.
triangulasi teknik. Penelitian ini menggunakan
2) Kemandirian tersebut pada nomor (1)
instrument wawancara dan observasi yang diberikan
didasarkan pada kematangan pemenuhan
pada sumber data yang sama yaitu Guru BK.
potensi dasar, bakat, minat, dan keterampilan
Analisis data dalam penelitian ini dilakukan
pekerjaan/karir.
pada saat pengumpulan data berlangsung, dan setelah
3) Kurikulum SMA/MA/SMALB memberikan
selesai pengumpulan data dalam periode tertentu
kesempatan bagi peserta didik untuk memilih
dengan menggunakan model interaktif Miles dan
dan mendalami mata pelajaran tertentu sesuai
Huberman, meliputi tiga alur antara lain data
dengan kecenderungan dasar bakat, dan
reduction (Reduksi Data), data display (Penyajian
minat peserta didik, khususnya peminatan
Data) dan drawing/verifying (Penarikan Kesimpulan).
akademik.
4) Setamat dari SMA/MA/SMALB peserta
HASIL DAN PEMBAHASAN
didik dapat bekerja di bidang tertentu yang
Pembahasan Hasil Penelitian
masih memerlukan persiapan/pelatihan, atau
1. Dalam penelitian ini, persepsi atau tanggapan
melanjutkan pelajaran ke perGuruan tinggi
sekolah A, F, G, H dan I sama-sama menyatakan
dengan memasuki program studi sesuai
bahwa Kurikulum 2013 merupakan keputusan yang
dengan pilihan/pendalaman mata pelajaran
sangat bagus untuk diterapkan di sekolah negeri
sewaktu di SMA/MA/SMALB.
maupun swasta. Dalam lingkup Bimbingan dan
Konseling dapat membantu siswa dalam proses
METODE peminatannya. Bimbingan dan Konseling
Berdasarkan dengan judul permasalahan berdasarkan Kurikulum 2013 memberikan
penelitian yaitu “Survei Tentang Persepsi dan kesempatan pada siswa dalam mengembangkan
Kesiapan Konselor Terhadap Bimbingan dan kemampuan dan minat yang dimiliki.
Konseling Berdasarkan Kurikulum 2013 di SMA Sementara tanggapan atau persepsi Konselor
Surabaya Selatan”, penelitian ini termasuk penelitian dalam menyongsong Bimbingan dan Konseling
deskriptif jenis survei. berdasarkan Kurikulum 2013 menurut sekolah D
4
Survei Tentang PersepsiJurnal BK UNESA.
dan Kesiapan Volume
Konselor 04 Nomor
Terhadap 03 dan
Bimbingan Tahun 2014, 1-11
Konseling Berdasarkan Kurikulum 2013 di SMA
Surabaya Selatan
5
a) Informasi tentang jalur, jenjang dan jenis 5) Menegaskan peminatan peserta didik dengan
pendidikan, serta keterkaitan masing-masing menggunakan isian format II (arah awal
dengan jenis/jenjang karir. peminatan).
b) Informasi tentang kurikulum, meliputi : 6) Menyelenggarakan Layanan Penempatan dan
Komponen dan isi kurikulum Penyaluran sesuai dengan arah peminatan studi
Materi pelajaran wajib dan pilihan peserta didik.
System pembelajaran 7) Menyelenggarakan monitoring dan evaluasi
Peraturan dan disiplin sekolah, termasuk terhadap keterlaksanaan arah peminatan peserta
jadwal pelajaran dan kegiatan lainnya. didik melalui berbagai kegiatan seperti :
c) Informasi tentang : a) telaah kehadiran dan kegiatan peserta didik
Jalur peminatan yang ada (bersumber dari dalam kelas / kelompok peminatan yang
buku Panduan Peminatan Peserta Didik) dimasuki.
Pengambilan kredit semester (bersumber b) observasi kegiatan peserta didik dalam
dari buku Sistem Kredit Semester) terselenggarakannya aktivitas akademik,
vokasional dan ekstrakulikuler berkenaan
Jalur, jenjang dan jenis pendidikan dan
dengan peminatan peserta didik.
studi lanjutan (bersumber dari buku
c) informasi dari Guru Mata Pelajaran dan Wali
Panduan Studi Lanjutan)
Kelas tentang aktivitas dan kemajuan peserta
d) Informasi tentang karir dan kesempatan
bekerja didik dalam menjalani kegiatan pelajaran pada
umumnya khususnya dengan peminatan yang
e) Informasi tentang diri pribadi peserta didik,
dijalani peserta didik.
yang diperoleh melalui aplikasi instrumentasi.
7) Melaksanakan penilaian jangka panjang
f) Informasi tentang kegiatan ekstrakulikuler.
(semesteran) sebagai bagian dari penilaian umum
2) Menyediakan instrument dan format
pelayanan BK secara keseluruhan.
pengumpulan data peserta didik :
a) Instrumen, antara lain : Lebih lanjut ABKIN (2013:15;23)
menyampaikan 2 (dua) hal yang menjadi
Inventori tentang minat, kecenderungan
pertimbangan penetapan peminatan peserta didik,
khusus
yaitu pilihan peminatan dan kemampuan yang
Inventori (alat ungkap masalah: AUM)
dicapai peserta didik. Pilihan peminatan terarah
tentang kegiatan belajar, dan masalah yang
pada kelompok mata pelajaran, lintas mata
dialami peserta didik.
pelajaran, dan pendalaman mata pelajaran yang
Tes intelegensi, bakat, kemampuan dijaring melalui angket. Dalam pemilihan
skolastik, kecepatan dan ketelitian. peminatan tersebut, peserta diidk diminta
b) Format, antara lain untuk : mempertimbangkan potensi diri, prestasi belajar
Isian data pribadi peserta didik, orang tua dan prestasi non akademik yang telah diperoleh,
dan lingkungan cita-cita, minat belajar dan harapan orang tua.
Isian mata pelajaran pilihan/peminatan Dalam hal pemilihan dan penetapan peminatan ini,
menurut buku Panduan Peminatan Peserta peserta didik harus membicarakannya dengan orang
Didik dan buku Sistem Kredit Semester, dan tua. Apabila terjadi kesulitan atau ketidakcocokan
buku Panduan Studi Lanjutan. antara pilihan peserta didik dengan orang tua, maka
Isian pendalaman lintas mata pelajaran dan peserta didik dan/atau orang tua dapat berkonsultasi
lintas peminatan dengan Guru BK atau Konselor. Sedangkan untuk
Monitoring pelaksana peminatan mengetahui kemampuan yang dicapai peserta didik
Wawancara arah peminatan Guru BK/Konselor menganalisi nilai raport kelas
Kunjungan rumah VII, VII dan IX, nilai UN di SMP/MTS, dan
Usulan bantuan keuangan, beapeserta didik prestasi non akademik. Dari analisis tersebut
Kegiatan pembinaan kepeserta didikan ditetapkan kecenderungan peminatan peserta didik
3) Menyelenggarakan pengumpulan data dengan dalam pilihan peminatan kelompok mata pelajaran,
menggunakan isntrumen tes, alat ungkap pilihan peminatan lintas mata pelajaran, dan pilihan
masalah, dan format yang ada sehingga Guru BK peminatan pendalaman mata pelajaran. Bila
atau Konselor memiliki data pribadi peserta didik tersedia data lain seperti deteksi potensi peserta
4) Melaksanakan layanan awal arah peminatan didik dan rekomendasi Guru BK/Konselor
peserta didik, seperti layanan Informasi, layanan SMP/MTS dapat juga dijadikan pertimbangan.
Orientasi, layanan Bimbingan Kelompok yang Dalam menjalankan tugasnya Guru BK atau
mendorong peserta didik untuk berpikir, merasa, Konselor jika perlu dapat bekerjasama dengan
bersikap, bertindak, dan bertanggung jawab petugas yang berwenang menyelenggarakan tes
(BMB3) berkenaan dengan materi arah intelegensi dan tes bakat, dengan Guru Mata
peminatan yang dibahas. Pelajaran, Wali Kelas, dan Orang tua, serta kepala
satuan pendidikan. Guru BK atau Konselor
melaksanakan dan mengkoordinasikan upaya
pelayanan peminatan secara menyeluruh.
6
Survei Tentang Persepsi dan Kesiapan Konselor Terhadap Bimbingan dan Konseling Berdasarkan Kurikulum 2013 di SMA
Jurnal BK UNESA. Volume
Surabaya04 Nomor 03 Tahun 2014, 1-11
Selatan
4. Dalam penelitian ini, perbedaan yang signifikan a. Pada KTSP 2006 komponen program Bimbingan
pelaksanaan Bimbingan dan Konseling pada dan Konseling terdapat empat layanan, yaitu
Kurikulum KTSP dengan Bimbingan dan pelayanan dasar bimbingan, pelayanan responsif,
Konseling berdasarkan Kurikulum 2013 menurut perencanaan individual, dan dukungan sistem.
sekolah E cenderung mengarah pada waktu Dalam implementasi perencanaan individual
pelaksanaan. Menurut sekolah E waktu terdapat kegiatan orientasi, informasi, konseling
pelaksanaan layanan Bimbingan dan Konseling individu, rujukan, kolaborasi, dan advokasi.
pada Kurikulum KTSP adalah 1 jam tatap muka (1 Pengembangan diri yang merupakan wilayah
x 45 menit) secara klasikal dikelas. Sedangkan, komplementer antara guru dan konselor adalah
waktu pelaksanaan layanan Bimbingan dan sebagian dari pelayanan dasar, responsif, dan
Konseling berdasarkan Kurikulum 2013 adalah 2 perencanaan individual Sedangkan, pada
jam tatap muka (2 x 45 menit) secara klasikal per Kurikulum 2013 layanan peminatan merupakan
kelas. program Bimbingan dan Konseling yang berada
Pada sekolah A, B, C, D, E, F, G, H dan I dalam layanan perencanaan individual serta
perbedaan yang signifikan pelaksanaan Bimbingan berada dalam lingkup bidang karir. Melalui
dan Konseling pada Kurikulum KTSP dengan layanan peminatan peserta didik dibantu untuk
Bimbingan dan Konseling berdasarkan Kurikulum dapat menentukan pilihan dan merencanakan
2013 sesuai dengan yang dikemukakan diatas, program belajar, lanjutan studi, pilihan vokasi
Bimbingan dan Konseling pada Kurikulum KTSP dan atau pilihan karirnya sesuai degan potensi,
penjurusan dilakukan ketika siswa kelas XI, prestasi dan minatnya.
sedangkan pada Bimbingan dan Konseling b. Pada kurikulum KTSP Guru BK/Konselor
berdasarkan Kurikulum 2013 penjurusan diganti membantu peserta didik dalam penempatan
dengan layanan peminatan yang dilakukan ketika penjurusan ketika kenaikan kelas XI, sedangkan
siswa di kelas X. pada Kurikulum 2013 Guru BK/Konselor sejak
Sementara pada sekolah G dan H perbedaan awal membantu penempatan peminatan peserta
yang signifikan pelaksanaan Bimbingan dan didik ketika kelas X.
Konseling pada Kurikulum KTSP dengan c. Konsep layanan Bimbingan dan Konseling dalam
Bimbingan dan Konseling berdasarkan Kurikulum Kurikulum 2013 tidak sekedar kegiatan yang
2013 yaitu siswa dituntut harus lebih aktif dari melakukan kontak langsung dengan peserta
guru, karena tugas guru mata pelajaran hanya didik/konseli, tetapi juga menyusun rencana
mengarahkan dan mendampingi dalam proses pelayanan Bimbingan dan Konseling,
KBM (Kegiatan Belajar Mengajar) dikelas. Dalam melaksanakan pelayanan Bimbingan dan
aspek penilaian raport Kurikulum 2013 aspek Konseling, mengevaluasi proses dan hasil
penilaian lebih mendetail, tidak hanya pengetahuan pelayanan Bimbingan dan Konseling, dan
siswa saja namun aspek sikap, etika, akhlak juga melakukan tindak lanjut , serta memanfaatkan
sebagai bahan pertimbangan kenaikan kelas siswa. hasil evaluasi.
Jika pada Kurikulum KTSP hanya pemberian d. Waktu pelaksanaan layanan Bimbingan dan
materi setiap mata pelajaran, namun Kurikulum Konseling pada Kurikulum KTSP adalah 1 jam
2013 setiap mata pelajaran wajib memberikan teori tatap muka secara klasikal per kelas per minggu.
dan praktek. Sedangkan, waktu pelaksanaan layanan
Selain itu penelitian pada sekolah F Bimbingan dan Konseling pada Kurikulum 2013
menjelaskan perbedaan yang signifikan adalah 2 (dua) jam tatap muka secara klasikal per
pelaksanaan Bimbingan dan Konseling pada kelas per minggu dan satu kali kegiatan
Kurikulum KTSP dengan Bimbingan dan layanan/pendukung Bimbingan dan Konseling di
Konseling berdasarkan Kurikulum 2013 yaitu jika luar kelas/di luar jam pembelajaran ekuivalen
pada Kurikulum KTSP Guru BK menyediakan dengan 2 (dua) jam pembelajaran tatap muka
kartu konseling pada siswa yang bermasalah saja dalam kelas.
namun pada Bimbingan dan Konseling berdasarkan e. Dalam bimbingan klasikal diterapkan model
Kurikulum 2013 menyediakan kartu konsultasi experiental learning, yang mana Guru
siswa yang bermasalah maupun siswa yang butuh BK/Konselor mengajak peserta didik untuk
konsultasi untuk menunjang proses peminatan belajar melalui pengalamannya sendiri sehingga
siswa. dalam pengambilan keputusan dalam hal ini
Berdasarkan pada modul pelatihan peminatan sesuai dengan keputusannya sendiri
implementasi Kurikulum 2013 untuk Guru bukan merupakan paksaan dari pihak lain.
BK/Konselor serta berdasarkan pada rambu-rambu f. Dalam implementasi layanan peminatan ini
penyelenggaraan Bimbingan dan Konseling dalam bimbingan kelompok lebih ditekankan adanya
jalur pendidikan formal (2007) dapat disimpulkan kerjasama antar anggota kelompok dalam
bahwa perbedaan pelaksanaan Bimbingan dan memantapkan keputusannya dalam peminatan di
Konseling pada KTSP 2006 dengan Bimbingan dan sekolah.
Konseling berdasarkan Kurikulum 2013 adalah g. Pada Kurikulum KTSP layanan konseling
sebagai berikut : individu dilaksanakan ketika siswa memiliki
7
masalah dan dilaksanakan melalui tahapan Dalam penelitian ini pada sekolah A, B, E dan
identifikasi kasus, diagnosis, prognosis, treatmen, F mengutarakan bahwa kelemahan Bimbingan dan
dan follow up. Sedangkan, layanan konseling Konseling berdasarkan Kurikulum 2013 adanya
individu pada Kurikulum 2013 dilaksanakan ketidaksesuaian antara ketetapan Kemendikbud
melalui tahapan-tahapan sebagai berikut : mengenai waktu pelaksanaan layanan Bimbingan
a) Analisis dan Konseling berdasarkan Kurikulum 2013 adalah
Analisis merupakan langkah awal yang 2 (dua) jam tatap muka secara klasikal per kelas per
dilakukan dalam proses konseling dengan minggu dan satu kali kegiatan layanan/pendukung
mengumpulkan informasi tentang diri peserta Bimbingan dan Konseling di luar kelas/di luar jam
didik melalui teknik pengumpulan data tes dan pembelajaran ekuivalen dengan 2 (dua) jam
non tes. pembelajaran tatap muka dalam kelas. Namun pada
b) Sintesis kenyataannya berbeda dengan ketetapan pada setiap
Hasil analisis yang diperoleh dari pengumpulan sekolah bahwa di sekolah yang telah menerapkan
data tentang peserta didik kemudian Kurikulum 2013 tidak adanya jam mengajar
dirangkum, digolongkan, serta dihubungkan Bimbingan dan Konseling dikelas.
dengan data yang telah dikumpulkan sehingga
dapat tergambar keseluruhan pribadi konseli Pada sekolah C dan D menjelaskan bahwa
baik kelebihan maupun kelemahan yang kelemahan Bimbingan dan Konseling berdasarkan
dimiliki. kurikulum 2013 yaitu pada proses pelaksanaan
c) Diagnosis seperti administrasi lebih rumit, pengisian raport
Diagnosis merupakan langkah menarik online dan tugas guru BK semakin berat karena
simpulan secara logis mengenai masalah yang penjurusan sudah diterapkan ketika siswa masuk ke
dihadapi konseli yang diperoleh dari gambaran kelas X.
pribadi konseli hasil dari analisis dan sintesis.
Pada tahap diagnosis dilakukan identifikasi Sementara pada sekolah G dan I
masalah, merumuskan sumber-sumber yang mengemukakan bahwa kelemahan Bimbingan dan
menyebabkan munculnya masalah konseli, dan Konseling berdasarkan Kurikulum 2013 yaitu siswa
prognosis yaitu memprediksi kemungkinan- dituntut untuk menjalani mata pelajaran peminatan
kemungkinan yang akan terjadi berdasarkan dan tidak bisa mempelajari semua mata pelajaran,
data yang ada. karena peminatan telah dilaksanakan di kelas X.
d) Konseling Sedangkan bagi Guru BK dituntut lebih kreativitas
Konseling merupakan proses keseluruhan dalam memberikan layanan dan program-program
dalam pemberian bantuan kepada konseli. Pada Bimbingan dan Konseling.
tahap konseling dilakukan pengembangan
alternatif pemecahan masalah, pengujian Sesuai dalam ABKIN (2013:5), secara khusus
alternatif, dan pengambilan keputusan. tujuan pelayanan peminatan peserta didik adalah :
e) Follow Up
a. Di SMA/MA/SMALB pesrta didik diarahkan
Tahap ini merupakan langkah tindak lanjut dari
untuk memahami dan mempersiapakan diri
alterntif yang dipilih dan atau yang telah
bahwa :
dilaksnakan di lapangan.
1) Pendidikan di SMA/MA/SMALB merupakan
5. Dalam penelitian di sekolah B, C, D, E, F, G, H dan pendidikan untuk menyiapkan peserta didik
I kelebihan Bimbingan dan Konseling berdasarkan menjadi manusia dewasa yang mampu hidup
Kurikulum 2013 memiliki kesesuaian dengan hal mandiri di masyarakat.
yang dikemukakan diatas. Di sekolah B, C, D, E, F, 2) Kemandirian tersebut pada nomor (1)
G, H dan I kelebihan Bimbingan dan Konseling didasarkan pada kematangan pemenuhan
berdasarkan Kurikulum 2013 pada proses potensi dasar, bakat, minat, dan keterampilan
peminatan di awal kelas X Guru BK dapat pekerjaan/karir.
membantu siswa dalam memilih jurusan dan 3) Kurikulum SMA/MA/SMALB memberikan
memantapkan pilihan karirnya untuk ke depan kesempatan bagi peserta didik untuk memilih
sesuai dengan bakat, minat dan kemampuan yang dan mendalami mata pelajaran tertentu sesuai
dimiliki. dengan kecenderungan dasar bakat, dan minat
peserta didik, khususnya peminatan
Sementara pada sekolah A menyampaikan akademik.
bahwa kelebihan Bimbingan dan Konseling 4) Setamat dari SMA/MA/SMALB peserta didik
berdasarkan Kurikulum 2013 adalah Guru BK lebih dapat bekerja di bidang tertentu yang masih
berperan aktif dalam mengarahkan, mengawasi dan memerlukan persiapan/pelatihan, atau
mengevaluasi proses layanan peminatan pada melanjutkan pelajaran ke perguruan tinggi
siswa. dengan memasuki program studi sesuai
dengan pilihan/pendalaman mata pelajaran
sewaktu di SMA/MA/SMALB.
8
Survei Tentang Persepsi dan Kesiapan Konselor Terhadap Bimbingan dan Konseling Berdasarkan Kurikulum 2013 di SMA
Jurnal BK UNESA. Volume 04Selatan
Surabaya Nomor 03 Tahun 2014, 1-11
9
jam tatap muka secara klasikal per kelas per Damanik, Ericson. Teori R dan R. [Online],
minggu. Namun pada kenyataannya berbeda (http://sondyi.blogspot.com/2013/05/pengertia
dengan ketetapan pada setiap sekolah bahwa di n-konselor.html, diakses sabtu 18 januari
sekolah yang telah menerapkan Kurikulum 2013 2014)
tidak adanya jam mengajar BK dikelas. Pada Darminto, Eko. 2007. Teori-Teori Konseling. Surabaya:
sekolah C dan D menjelaskan bahwa pada proses Unesa University Press
pelaksanaan seperti administrasi lebih rumit, Departemen Pendidikan Nasional.2008. Kamus Besar
pengisian raport online dan tugas Guru BK Bahasa Indonesia Pusat Bahasa. Jakarta: PT
semakin berat karena penjurusan sudah diterapkan Gramedia
ketika siswa masuk ke kelas X.Sementara pada HM, Jogiyanto. 2008. Pedoman Survei Kuesioner.
sekolah G dan I mengemukakan bahwa siswa Yogyakarta: BPFE
dituntut untuk menjalani mata pelajaran peminatan Moleong, Lexy J. 2012. Metodologi Penelitian
dan tidak bisa mempelajari semua mata pelajaran, Kualitatif. Bandung: PT Remaja Rosdakarya
karena peminatan telah dilaksanakan di kelas X. Mulyasa. 2013. Pengembangan dan Implementasi
Sedangkan bagi Guru BK dituntut lebih kreativitas Kurikulum 2013. Bandung: Remaja
dalam memberikan layanan dan program-program Rosdakarya
Bimbingan dan Konseling. Sidiq, Fajar. 2013. Tingkat Kesiapan Penerapan
Kurikulum 2013 Dalam Pembelajaran Biologi
Saran di MAN Indramayu. Cirebon: IAIN Syekh
Penelitian ini diharapkan bermanfaat bagi Guru BK Nurjati Cirebon. [online],
dan khususnya bagi sekolah yang dijadikan tempat (http://iaincirebon.academia.edu/fajarsidiq,
untuk penelitian, peneliti memiliki beberapa saran untuk diakses 20 januari 2014)
sekolah yang dijadikan tempat penelitian. Beberapa Singarimbum, Masri & Effendi, Sofian. 1989. Metode
saran tersebut diantaranya adalah: Penelitian Survai. Jakarta: LP3ES
1. Bagi Guru BK sekolah Sudrajat, Akhmad. 2012. Uji Publik Kurikulum 2013.
Alangkah baiknya apabila di sekolah baik yang telah [Online],
dan yang akan mengimplementasikan Kurikulum (http://akhmadsudrajat.wordpress.com/2012/12
2013 dalam lingkup Bimbingan dan Konseling /01/uji-publik-Kurikulum-2013-secara-online/
mengikuti ketetapan Kemedikbud mengenai waktu diakses 31 Juli 2014)
pelaksanaan layanan BK pada Kurikulum 2013 adalah Sugiyono. 2011. Metode Penelitian Pendidikan.
2 (dua) jam tatap muka secara klasikal per kelas per Bandung: Alfabeta CV
minggu dan satu kali kegiatan layanan/pendukung Sugiyono. 2012. Metode Penelitian Kuantitatif
bimbingan dan konseling di luar kelas/di luar jam Kualitatif Dan R&D. Bandung : Alfabeta CV
pembelajaran ekuivalen dengan 2 (dua) jam Sukmadinata, Nana Syaodih. 2010. Metode Penelitian
pembelajaran tatap muka dalam kelas. Karena ketika Pendidikan. Bandung: PT Remaja Rosdakarya
peneliti mengadakan penelitian mengenai Bimbingan Sobur, Alex. 2009. Psikologi Umum. Bandung: Pustaka
dan Konseling berdasarkan Kurikulum 2013 banyak Setia
sekolah yang tidak ada jam mengajar BK di kelas. Syarifudin.2013. Penerapan Kurikulum 2013 Masih
Selain itu sebaiknya jika Guru BK dapat bekerjasama Alami Kendala.[Online],
dengan pihak-pihak yang berwenang dalam proses (http://www.suarapembaruan.com/home/pener
layanan peminatan agar nanti ketika sekolah sudah apan-Kurikulum-2013-masih-alami-
menerapkan Kurikulum 2013 kegiatan Bimbingan kendala/42349 diakses 25 Januari 2014)
dan Konsleing dapat berjalan dengan optimal. Tim Redaksi. 2008. Kamus Besar Bahasa
2. Bagi peneliti lain Indonesia.Jakarta: PT Gramedia Pustaka
Diharapkan hasil penelitian ini dapat memberikan Utama
referensi bagi peneliti lain untuk melakukan Tim. 2013.Modul Kurikulum 2013 dan Profesionalisasi
penelitian sejenis terkait dengan implementasi Bimbingan dan Konseling. Bogor: PPPPTK
Bimbingan dan Konseling berdasarkan Kurikulum Penjas dan BK
2013. Walgito, Bimo. 2004. Pengantar Psikologi Umum.
Yogyakarta: Andi Yogyakarta
Wibowo, Mungin Eddy. 2013. Kurikulum 2013, Peran
DAFTAR PUSTAKA Guru BK Semakin Penting.[online],
ABKIN.2013. Panduan Khusus Bimbingan dan (http://unnes.ac.id/berita/Kurikulum-2013-
Konseling. Pelayanan Arah Peminatan peran-Guru-bk-semakin-pentining/, diakses 15
Peserta Didik. Jakarta: ABKIN Januari 2014)
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu
Pendekatan Praktik (Edisi Revisi 2010-
Cetakan Keempatbelas). Jakarta: PT. Rineka
Cipta
10
Available online at www.sciencedirect.com
ScienceDirect
Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387
Abstract
The purpose of the current study is to investigate teachers' perceptions toward school counselors in Lebanon. Semi-structured
interviews were conducted with 100 teachers from 13 private schools in Lebanon. The interview questions were adapted from
Amatea and Clark (2004), and Beesley (2005), who interviewed teachers concerning their perceptions toward counselors in their
schools. The interviews were analyzed mainly using descriptive qualitative grounded theory in order to identify how teachers
perceive counselors and the various rationales behind their perceptions. The sampled teachers held varied perceptions, some
negative and some positive, depending on their personal experiences with counseling.
© 2015
© 2015TheTheAuthors.
Authors.Published
Publishedbyby Elsevier
Elsevier Ltd.Ltd.
This is an open access article under the CC BY-NC-ND license
Peer-review under responsibility of Academic World Education and Research Center.
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center
Keywords: teachers, perception, counselors
1. Introduction
The function of school counselors has hugely changed since 1960. Before the 20th century, school counselors
didn’t exist. It was the teachers’ responsibility to use a few minutes from their period to help students (Bawers &
Hatch, 2002).
Beginning with the industrial revolution in the 1900’s, Schmidt (1999) stated that schools depended on teachers
as being responsible to tackle the private, social, and vocational support to students. In the 1940’s & 1950’s a new
form of school guidance was produced by E.G Williamson, which emphasized teaching skills (Kuhn, 2004). After
the 1960’s, professionals began identifying the role of the school counselor. Today, a school counselor identifies
objectives and purposes, evaluates students’ desires, and guides services within the schools curriculum (Quast,
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center
doi:10.1016/j.sbspro.2015.03.411
382 Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387
2003). In addition, school counselors serve as leaders and are an indispensable part of the student’s learning
curriculum. They can help individual students or students in groups (ASCA, 1999). They assist students resolve or
adapt with any developmental modifications.
Usually, elementary students’ developmental problems would include trying to understand themselves, their
peers, family and school. They will be trying to identify what they value. Therefore, the counselors’ job would be to
resolve, direct and aid students regarding their self image, value, self-assurance and peer’s family interactions
(Kuhn, 2004). Students during intermediate school would be trying to recognize their individual personality and
would obey the rules of their friends rather than their family. Therefore, the counselor edifies students’ skills that
are desired and aids students to balance between the secondary levels; the students would assess their skills and
power and start scheduling for their future. Therefore, the counselor strives to improve their decision making
process regarding their future. He/She provides guidance, support and professional assistance. The definition of the
role of the school counselor and the tasks they actually engage in on the ground, however, are continuously modified
through the perceptions and expectations of parents, teachers, and administrators (Stone & Dahir, 2006). This may
be especially true in Lebanon, as school counseling is still considered a relatively new profession and has not been
formally included in the education process; thus characterizing it with more flexibility but also more ambiguity. In
fact, gaining an understanding of the perceptions and expectations of those involved in shaping and upholding the
counselors’ roles are key in understanding what counselors can offer, what can be expected of their work in the
school, and how improvements can be made. This information may also be instrumental in assessing some of the
main elements that need to be included in Lebanese school counselors’ training.
It can be seen that this study is important because it sheds light on how teachers view school counseling. It will
contribute to the entire school body, since it will give schools new missions and visions specifically for education in
the 21st century. It will also motivate schools and teachers to take on a more positive attitude. Moreover, it will
open new prospects for additional research that will carry on along the same line and try to reaffirm the results
achieved in this research by conducting parallel research in the different parts of the country.
2. Literature Review
In recent decades, school counselors have become an increasingly valued addition to school systems worldwide.
In fact, a number of countries have passed laws that require their schools to be staffed with counselors (Amatea &
Clark, 2004). The ASCA (2005) generally defines school counselors as specialized trained educators who work in k-
12 schools to provide educational, job, college willingness, and individual/social competencies to students. Their
main tasks usually involve advising students and addressing their academic readiness, as well as conducting
individual and group counseling. School counselors interact and collaborate consistently with teachers and this
relationship plays an important role in the dynamics and the success of the counselors’ work, especially since
teachers are in the best position to assess a number of student outcomes and to refer them to and evaluate
counseling. According to Beesley (2005), teachers are the first and most effective assessors of counselors.
Counselors also work with parents and administrators in order to assist in the improvement of the students’
educational environment at large.
The definition of the role of the school counselor and the tasks they actually engage in on the ground however are
continuously modified through the perceptions and expectations of parents, teachers, and administrators (Stone &
Dahir, 2006). This may be especially true in Lebanon as school counseling is still considered a relatively new
profession and has not been formally included in the education process, thus characterizing it with more flexibility
but also more ambiguity. In fact, As such, gaining an understanding of the perceptions and expectations of those
involved in shaping and upholding the counselors’ role are key in understanding what counselors can offer and what
can be expected of their work in the school, and how improvements can be made. This information may also be
instrumental in assessing some of the main elements that need to be included in Lebanese school counselors’
training.
Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387 383
Although school counseling seems to be gradually gaining more acceptance in Lebanon, especially since the July
2006 war and the role that counseling services played in its aftermath, advancements have been slow despite
repeated calls for the development of such services over the decades (Ayyash-Abdo, Alamuddin, & Mukallid, in
press). Consequently, existing empirical research that can inform the important and needed process of developing
school counseling services that fit the needs of students and the society in Lebanon is very limited. As such, the
study of the perceptions of schoolteachers towards counselors in their schools is timely and necessary. For the
purpose of this study, “teachers’ perceptions” is used to refer to how teachers conceive of the role and tasks of the
counselor, in the absolute and in relation to their own role and tasks, and to the expectations they have of the
counselor. Because private schools in Lebanon offer the most developed services and house the majority of
Lebanese students, the focus of the current study and following discussions will be on school counseling within the
private sector.
A substantial number of researchers have studied teachers’ perceptions toward school counselors, most of which
took place within Western samples with a few emanating from Lebanon or other Arab nations. As teachers’
perceptions vary widely across schools and different regions, a broad review of the literature is necessary. Some
studies showed positive perceptions of teachers while others revealed negative perceptions.
Much of the research on the topic emanating from the West has reported positive attitudes towards school
counselors on the part of teachers. For example, Cusky (1996) examined the perceptions of 152 teachers in public
elementary schools and found that they viewed counselors to be most effective in consultation and support for
teachers and individual counseling for students. Amatea and Clark (2004) studied the perceptions of 23 teachers in
elementary, middle, and high schools, concerning the importance of school counseling services. The results showed
that teachers emphasized the need for the counselors’ support for classroom instructions, and their importance in
directing students with special needs to appropriate resources. In her survey of 188 teachers across the American
Southwest, Beesley (2005) found that her participants were satisfied with the counseling services in their schools.
Similarly, Gibson (1990) and Oyaziwo & Imonikhe (2002) examined how teachers envision the job of school
counselor at the secondary level and found positive perceptions all around.
On the other hand, a few studies revealed negative perceptions towards school counselors. For example Stelzer
(2003) surveyed 100 elementary teachers and found that only a few of them understood the job of the counselor and
what counseling actually is. Moreover, Valine, Higgins, and Hatcher (1980) found that teachers in their sample
viewed counselors as ineffective.
2.1 Perceptions towards School Counseling in Lebanon and the Arab Region
The Arab world spreads from the Atlantic Ocean in the west to the Persian Gulf in the east, and from the
Mediterranean Sea in the north to the Central African and the Indian Ocean in the south. The Arab world consists of
23 countries including Saudi Arabia, Lebanon, Syria, Kuwait, United Arab Emirates, Iran, Iraq, Morocco, Sudan,
Egypt, Palestine, Jordan, Qatar, Oman, Libya, Mauritania, Tunisia, Bahrain, Algeria, Yemen, Comoros Islands,
Djibouti, and Western Sahara. For these Arab nations, existing research on school counseling indicates differing
attitudes towards school counseling across these countries. Generally speaking, research concerning attitudes
towards school counselors in Arab countries is rather modest, but general research on the topic mainly indicates a
positive general attitude, whereby school counseling is viewed as influential and necessary (Al- Amir & Brinson,
2006; Saleh, 1987; Al-Sarraf, 1997; Samaneh, 2000). A survey conducted by Saleh (1987) showed that most
teachers in Kuwait were satisfied by the counseling services even though few schools had counselors. In Kuwait, Al
Sarraf (1997) found that teachers believe counseling to be very essential to the quality of their schools. Similarly,
Al-Amir and Brinson (2006) found that students and teachers consider counseling as essential in the United Arab
Emirates. These findings indicate that counseling as a profession is still young in the Arab region, but seems to be
growing and gaining some interest; although it remains to be further understood and accepted by teachers and
parents. Resistance to counseling is still present however, for example El Sherbeiny and Ayab (1995) found that
most Kuwaiti's prefer to seek traditional healers to deal with psychological problems than to seek a counselor’s
384 Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387
services. Soliman (1994) stated that only five out of the 23 Arab countries provide either a diploma or a Master of
Art in counseling. The universities of Jordan, Kuwait, Qatar, Riyadh, and Ain Shams offer degree programs in
counseling (Wehrly, 1995).
In Lebanon, it seems that resistance to school counseling and the stigma associated with it has been decreasing
during recent years. This new acceptance for school counselors may be due to the obvious effects of war, conflict,
and ensuing political and social instability on children who are faced with difficulties in their everyday lives.
Lebanon has faced several wars since the 1980s to the present time. Children had to hide in shelters, watch close
family members and friends get injured or die, go to school under dangerous conditions and be surrounded by talk of
war and politics. Families were often separated or taken apart due to the pressure and difficulties of these wars, or
due to changes in living conditions. These issues permeated in the school environment leading to sectarian fighting
between children and tense school climates.
Consequent academic difficulties lead the government to introduce law 1030 in 1997, which requires every
public school to have a guidance counselor to help students adapt to their social surroundings. This was also
instigated by the projected challenges that had arisen from the introduction of a new national curriculum. However,
only 70 out of the 1500 public schools have a guidance counselor (Hamzeh, 2008). With the help of UNICEF, a
number of school practitioners were selected and signed up in a preparation program that shaped what they called
“guidance counselors” (Hamzeh, 2008). In 2002, 120 teachers who had a minimum BA in psychology, sociology, or
philosophy, were trained to use “preventive developmental approach to school counseling.” Nonetheless, school
counseling in Lebanon today still needs a lot of work. Counselors work under very difficult conditions, with very
little support and room for advancement (Ayyash-Abdo, Alamuddin & Mukallid, 2010). Additionally, Hamzeh
(2008) found that teachers and students in Lebanon hold very different perceptions and expectations of their school
counselors. For example, she found out that parents and students agreed on the same perception concerning the
roles of the counselor, such as consultation. As for teachers, they had different views when it came to implementing
the role of the counselor in the Lebanese schools. As such, assessing the perceptions of teachers towards school
counselors consists of a first step towards gathering empirical data that can help promote the role and job of
counselors in meaningful ways.
3. Methodology
Teachers’ perceptions of school counseling have been researched excessively, but not efficiently in the Arab
World, especially in Lebanon. The purpose of this research is to assess teachers’ perception of school counseling in
Lebanon. The research questions consisted of 9 questions adapted from: Amatea and Clark (2004), and Beesley
(2005). Questions 3 and 4 are adapted from Amatea andClark (2004) and questions 5, 6, 7, and 8 adapted from
Beesley (2005) in order for the data to be organized in themes based on Grounded Theory analysis.
3.2 Hypothesis
It is expected that the sampled Lebanese teachers will hold both negative and positive perceptions toward school
counselors. Negative views may be engendered by the low level of exposure to counseling and to the existing stigma
towards counseling and mental health services at large. Based on my personal experience as a teacher, schools in
Lebanon are not well prepared to have counselors on staff. Teachers or psychologists are often the ones engaging in
the work of the school counselor, which might add further confusion. In fact Hamzeh (2008) found that Lebanese
teachers had misconceptions concerning the role of the school counselor. On the other hand, positive perceptions
are likely to arise in light of the recent relative openness to counseling and mental health services in the country.
Therefore, school teachers in private Lebanese schools will be interviewed and surveyed concerning their
perceptions towards counselors in their schools in order to clearly understand their stance.
Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387 385
The participants will consist of 100 elementary, intermediate, secondary, and high school teachers from 13
different private schools. The schools were chosen randomly based on previous phone calls to check if they would
approve a meeting. Participating teachers will be selected randomly and interviewed based on availability. The
principals and administration of each school will be contacted beforehand in order to schedule an appointment for
the teacher interviews, which will take place at the school itself. No incentives will be offered for participation in the
study.
3.4 Instrument
Conducting interviews is one way of collecting data in a qualitative study. Interviews allow the researcher to
explore the interviewee’s mind and obtain information related to the interviewee’s values, attitudes, and abstract
thinking. The interview questions were semi-structured in order to gain answers for defined questions. The items
included both open-ended and close-ended questions. Because the instrument is designed and tailored for this study,
there are no measures of validity or reliability provided yet.
The teachers were contacted in order to get their approval and consent to carry out this study. The interviews
were conducted during the spring semester of 2008-2009. The researcher interviewed the teachers after informing
them of the purpose and the reason for the study.
The answers of the interview questions were transcribed in order to be analyzed. For each of the ten questions,
the ratio of the possible answers was obtained.
4. Results
The interview results were analyzed using constant comparative analysis (Glaser, 1976). Through this qualitative
method, the interview results are analyzed a number of times until overarching categories of meanings generated by
interviewees are identified. The analysis revealed the following four key themes which are further discussed below:
solving problems, collaboration and support, referral, disadvantages of school counseling, and improvement of
counseling.
5. Discussion
Teachers who were consulted symbolize a population that varies in knowledge, background, and the level of the
school at which they teach. They expressed several worries about their needs and feelings toward counselors. The
themes extracted from the results reveal teachers’ perceptions and attitudes toward school counselors. A number of
important themes were found. Most teachers know some of the roles of the counselor even if they do not have a
licensed school counselor in their school or even if they did not have a counselor at all. They identified the job of
the counselor based on what the counselor does in their schools. If the counselor was only helping students deal with
psychological problems, that is what they mentioned as most important job. Since teachers did not have enough
workshops to know the exact job of the counselor, they were general and unspecific. Most teachers interviewed are
aware of the fact that a student’s academic achievement might be blocked if he/she is facing any kind of
nonacademic problem, however, not all of them would refer to the counselor but instead deal with it on their own.
That could be the case due to our culture and religion that makes the family comes first. Moreover, they know that
the counselor cannot work alone, he/she needs the teacher who usually refers the case to him. Most teachers who
386 Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387
accepted the help of the counselor knew the difference between their job and his/her job. They understood that they
detect or identify the problem in the classroom while teaching and the counselor then deals with it outside the
classroom. Teachers with the longest teaching experience had different and negative perceptions of school
counselors and this may be due to their having been tried at a time where school counseling was not yet present and
such services were looked down upon or misunderstood. One teacher who has been teaching for 25 years social
studies believed that he/ she needs to write the assessment exams since she had never contacted or talked to the
counselor in her school that might be the reason why she thought that his/her job is to write the midterm exam.
Teachers knew that the counselor is of benefit to the school and he/ she is not there to take over their job, which
is very important. They are also very well aware of the disadvantages of the counselor and each teacher based the
disadvantage on what is going on in her/ his school. For example, one teacher explained that students can leave the
class to go see the counselor whenever he/she wants, which was confirmed by the counselor at that school.
Therefore, that teacher felt that if a student hates math for example, they would use the counselor as an excuse to
leave class. Other teachers mentioned that counselors are not well trained or lack enough counseling courses since
their counselors are either fresh graduate with a general counseling degree or have a psychology degree.
None of the Lebanese teachers in the sample are satisfied with the counseling services in Lebanon, which
contradicts other studies done in the UK and the United States; and reaffirms findings from the Arab World. For
example, Huntwork (2005) concluded that the majority of the teachers are satisfied with the counseling services by
their schools. Al-Sarraf (1997) on the other hand found that Kuwaiti teachers are not satisfied with the counseling
services in their country, although they believe it is essential. Day (1983) also noted that most people in Arab
countries are not satisfied with school counseling. In Lebanon, most teachers explained the need for more counselors
that is due to the fact that School Counseling is a new Masters program that did not exist before. Therefore, most
counselors working in schools are either foreigners or with different major. One teacher is totally dissatisfied not
because her school does not offer counseling but because the parents need to pay the fees after each session which is
totally unacceptable.
6. Limitations
The results of this study are limited by the fact that it included 100 teachers from private urban schools only.
Therefore, it is difficult to generalize the results. Furthermore, the researcher interviewed the teachers, which could
have altered the teachers’ responses since they knew why they are being interviewed.
In conclusion, there is still a need for school counselors to further cooperate with teachers concerning the
counselor’s role and responsibilities in order to improve counseling in schools. Furthermore, counselors need to plan
more workshops and seminars to guide teachers and educate parents. In addition, the Ministry of Education should
begin a strategy in order to incorporate school counseling into all schools. The Ministry of Education needs to state
the objectives and procedures concerning the rules, applications and authorization of the school counselor. As for
higher education institutions, they are the ones responsible for improving school counseling by adding more courses
and seminars for those majoring in counseling. In addition, the counseling program should become a major and not
only an emphasis as is the case at present. Finally, counseling should be a free service offered by schools, which
will encourage parents to seek the counselor’s help when their child faces a problem.
A recommendation for further study would be to replicate this study using a larger sample. Moreover, the
teacher should also be interviewed after two or three years to check how their understanding of school counseling
has changed over the years. This would allow for a more thorough assessment of the teachers’ perceptions.
Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387 387
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