MINI RESEARCH REPORT

MK. PROFESI KEPENDIDIKAN

PRODI S1 PENDIDIKAN
BIOLOGI BILINGUAL

Skor Nilai :

THE ACTIVE ROLE OF COUNSELING GUIDANCE TEACHERS IN

DEVELOPING STUDENT POTENTIAL

NAME OF REVIEWER : DINDA ANGGITA MAYSARAH

NIM : 4183141061

THE LECTURER : Prof. Dr. Ibnu Hajar Damanik,M.Si

COURSE : EDUCATION PROFESSION

BILINGUAL BIOLOGY EDUCATION

FACULTY OF MATHEMATICS AND NATURAL SCIENCE

THE STATE UNIVERSITY OF MEDAN

MAY,2019

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 Executive Summary

Humans are left with various kinds of potential that can be developed to
achieve happiness in their lives. Schools not only function to provide knowledge in
teaching and learning in the classroom, but also can develop the overall
personality of the child. Therefore, the teacher must know more than the problem
of how to teach effectively, he must help students develop all aspects of
personality and the environment. To do this a teacher must have insight and
understanding of counseling and guidance services at school. As one of the
educational institutions, schools need BK services in the implementation and
improvement of living conditions in schools in order to achieve educational goals
that go hand in hand with the vision of the counseling profession: Realizing a
happy humanitarian life through the provision of assistance services in providing
development support and problem solving so that individuals develop optimally,
independently and happily. But to achieve this goal the Counselor must fulfill the
Principles and Principles of Guidance and Counseling. Fulfillment of the principles
of guidance will facilitate the implementation and better guarantee the success of
services / activities, while the denial will be able to hinder or even frustrate the
implementation, and reduce or obscure the results of the services / activities of
guidance and counseling itself. Likewise, the principles of guidance and
counseling cannot be ignored, because the principles of guidance and counseling
describe the basic principles of thinking that are used as guidelines for
implementation programs or rules that must be followed in the implementation of a
guidance service program. And it can also be used as a set of practical
foundations or rules of the game that must be followed in the implementation of a
program of guidance and counseling services in schools.

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 Foreword

Praise the presence of God. For all the blessings and prizes from the paper
entitled "Mini Research of Education Profession " arranged to completion. I do not
forget to thank the parties who helped me in helping and supporting me 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 I have, I 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.

Medan, 15th of May 2019

Reviewer

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 Table of Content

Executive Summary i

Foreword ii

Table of Content iii

CHAPTER I PRELIMINARY 1

A. Background 1
B. Identification of Problem 1
C. Scope of Problem 2
D. Formulation of Problem 2
E. Survey Objectives 2
F. Survey Benefits 2

CHAPTER II LITERATURE REVIEW 4

A. Definition of Guidance and Counseling 4

B. Principles in Guidance and Counseling 5
C. Purpose of Guidance and Counseling 9
D. Function of Guidance and Counseling 11

CHAPTER III SURVEY METHODS 14

A. Place and Time of Survey 14

B. Survey Subject 14
C. Data Collection Technique 14
D. Survey Instrument 14
E. Data Analysis Technique 14

CHAPTER IV RESULT AND DISCUSSION 15

A. Overview of Survey Results 15

B. Discussion 16
C. Field Findings 18

CHAPTER V CLOSING 19

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 A. Conclusion 19
B. Suggestion 19

Bibliography 20

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 CHAPTER I

PRELIMINARY

A. Background
High school is a period where students are in a condition that is still less
stable in determining the way of life, therefore, it often occurs problems with
classmates, teachers, even to yourself. As one of the educational institutions,
especially high schools need BK services in the implementation and
improvement of living conditions in schools in order to achieve educational
goals that go hand in hand with the vision of the counseling profession: so that
individuals develop optimally, independently and happily. Guidance and
counseling are activities that originate in human life. The fact shows that
humans in their lives face successive problems. Humans are not the same as
one another, both in their nature and abilities. There are people who are able to
overcome problems without the help of others, but not a few people are unable
to overcome problems if not helped by others. Especially for the latter is
guidance and counseling needed. The role of BK teachers greatly influences
the growth and development of students, the right solution is to be able to
encourage students to be positive thinking people in overcoming life's
problems. But to achieve this goal the Counselor must fulfill the Principles and
Principles of Guidance and Counseling. Fulfillment of the principles of guidance
will facilitate the implementation and better guarantee the success of services /
activities, while the denial will be able to hinder or even frustrate the
implementation, and reduce or obscure the results of the services / activities of
guidance and counseling itself. Likewise, the principles of guidance and
counseling cannot be ignored, because the principles of guidance and
counseling describe the basic principles of thinking that are used as guidelines
for implementation programs or rules that must be followed in the
implementation of a guidance service program. And it can also be used as a
set of practical foundations or rules of the game that must be followed in the
implementation of a program of guidance and counseling services in schools.

B. Identification of Problem

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 From the background of this paper, the identification of the problems that can
be taken is:
1. The rise of problems in students in the school environment, especially in
the high school environment.
2. The importance of the role of BK teachers in providing solutions and
solutions to the problems faced by students.
3. The importance of the role of BK teachers in developing students' potential
optimally, independently and happily.

C. Scope of Problem
Limitation of the problem under study is to arrive at what problems are
faced between high school students in MAN 1 Medan which can be overcome
by counseling teachers at the school.

D. Formulation of Problem
1. What are the problems that often occur among high school students?
2. How do counseling teachers deal with problems that occur among high
school students?
3. What impact has occurred after students have been warned of what they
have done?

E. Survey Objectives
1. To fulfill a mini research assignment in Education Professional courses.
2. To know what problems occur among high school students.
3. To find out what solutions are given by counseling teachers to the problems
that occur.
4. To find out what impact that occurs after students are given a warning and
direction by the counseling teacher.

F. Survey Benefits
1. Add insight into knowledge about counseling in schools, especially junior
high schools.

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2. Can find out how the process of interaction that occurs between students
and counseling teachers.
3. As an evaluation and learning for students as prospective teachers in the
future.

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 CHAPTER II

LITERATURE REVIEW

A. Definition of Guidance and Counseling

1. Understanding Guidance
Etymologically the word guidance is a translation of the word
"Guidance" derived from the word "guide" which means to show (to direct),
guide (to pilot), manage (to manage) and drive (to steer) (Hallen, 2002).
Based on Article 27 of Government Regulation Number 29/90, "Guidance is
assistance provided to students in an effort to find personal, know the
environment and plan for the future." (Sukardi, 2000). According to Smith, in
McDaniel. Guidance as a service process given to individuals to help them
acquire the knowledge and skills needed to make the choices, plans, and
interpretations needed to adapt well. Whereas according to Jones, staffira
and Stewart. Guidance is assistance provided by individuals in making wise
choices and adjustments. From the understanding above, it can be
concluded that what is meant by guidance is the process of providing
assistance carried out by people who are experts to individuals, so that
people who are guided can develop their own and independent abilities, by
utilizing individual strengths and existing means and can be developed
based on prevailing norms (Priyanto, 1994).
2. Understanding of Counseling
According to the language of counseling is a translation of
"counseling" that comes from the verb "to counsel" in other words means
"to give advice" or give advice and advice or give advice to others face to
face (face to face). In Indonesian, the concept of counseling is also known
as counseling (Samsul, 2010). Counseling is one of the techniques in
guidance services where the process of providing assistance takes place
through interviews in a series of direct meetings and face-to-face meetings
between the teacher / counselor and the client who are able to gain a better
understanding of themselves, able to solve the problems faced and direct
themselves to develop optimally owned potential so that he can achieve
personal happiness and social benefits (Hallen, 2002).

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 Based on the meaning of guidance and counseling above, it can be
formulated guidance and counseling meanings as follows: Guidance and
Counseling is a process of assistance or assistance given by counselors to
individuals through face-to-face meetings or reciprocal relations between
the two so that the counselee has ability to see and find the problem and be
able to solve their own problems. Or the process of providing assistance or
systematic assistance from counselors to counselees through face-to-face
meetings or reciprocal relations between them to uncover the counselee's
problem so that the counselee is able to see the problem himself, be able to
accept himself according to his potential, and be able to solve itself is the
problem it faces (Baraja, 2006).

B. Principles in Guidance and Counseling

As we know, the principle is a mixture of the results of theoretical studies
and field studies that are used as guidelines for implementing what is intended.
Understanding of the basic principles of guidance and counseling is very
important and necessary especially in the application in the field. This is done
to avoid mistakes and irregularities in the practice of providing guidance and
counseling services. The principles of guidance and counseling include:
1. General principles
General principles, including:
a. Guidance relates to attitudes, behavior and others from individuals that
are formed from all aspects of personality that are unique and intricate.
b. Guidance must be centered on individuals who are guided.
c. Problems that cannot be solved at school must be left to individuals or
institutions that are capable and authorized to do so.
d. Guidance must begin with the identification of the needs felt by the
individual being guided.
e. Guidance must be flexible in accordance with the relevant school
education program.
f. The implementation of the guidance program must be led by an officer
who has expertise in the field of guidance.
g. For guidance programs there must be regular assessment.

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2. Principles Special
a. Guidance and counseling is for all counselees.
This principle means that guidance is given to all clients or
counselees, both those who are not problematic and those who have
problems; both men and women; both children, adolescents and
adults. In this case the approach used in guidance is more preventive
and development than healing (curative); and group techniques are
preferred over individuals.
b. Guidance and counseling as an individuation process.
Each counselee is unique (different from one another), and through
counselee guidance is helped to maximize the development of its
uniqueness. This principle also means that the focus of assistance is
the counselee, even though the guidance service uses group
techniques.
c. Guidance emphasizes positive things.
In reality there are still counselees who have a negative perception
of guidance, because guidance is seen as a way of suppressing
aspirations. Very different from this view, guidance is actually an aid
process that emphasizes strength and success, because guidance is a
way to build a positive outlook on oneself, provide encouragement, and
opportunities to develop.
d. Guidance and counseling are joint ventures.
Guidance is not only the task or responsibility of the counselor, but
also the duties of the teachers and the head of the School / Madrasah
in accordance with their respective duties and roles. They work as
teamwork.
e. Decision Making Is Essential in Guidance and Counseling.
Guidance is directed at helping counselees to make choices and
make decisions. Guidance has a role to provide information and advice
to the counselee, which is all very important for him in making
decisions. The life of the counselee is directed by his purpose, and
guidance facilitates the counselee to weigh, adjust, and perfect the
goals through appropriate decision making. The ability to make choices

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 correctly is not innate ability, but an ability that must be developed. The
main purpose of guidance is to develop the ability of counselees to
solve problems and make decisions.
f. Guidance and counseling takes place in various settings (scenes) of
life.
Providing guidance services does not only take place in schools /
madrasas, but also in families, companies / industries, government /
private institutions, and society in general. The field of guidance
services is also multi-aspect, which includes personal, social,
educational and occupational aspects.
Other than that, there are 12 principle that must have by counselor in shool,
that include :
1. Confidentiality Principle; that is, the principle that demands the
confidentiality of all data and the information of students (clients) who are
targeted by services, namely data or information that may not be and is not
worthy of other people's knowledge. In this case, the counselor is obliged
to maintain and maintain all the data and information so that the
confidentiality is truly guaranteed.
2. Principle of Volunteerism; namely the principle that requires the
presence and willingness of students (clients) to follow / undergo services /
activities intended for him. Teachers (counselors) are obliged to foster and
develop such volunteerism.
3. Principle of Openness; namely the principle that requires that students
(clients) who are targeted by services / activities be open and not pretend,
both in giving information about themselves and in receiving various
information and material from outside that is useful for their development.
The guiding teacher (counselor) is obliged to develop openness of students
(clients). In order for students (clients) to be open, the counselor
(counselor) is first open and not pretending. This principle of openness is
closely related to the principle of secrecy and equality.
4. Activity Principle; namely the principle that requires that students (clients)
who are targeted by services can actively participate in the
implementation / guidance activities. Teachers Counselors (counselors)

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 need to encourage and motivate students to be active in every service /
activity given to them.
5. Principle of Independence; namely the principle that shows the general
purpose of guidance and counseling; namely students (clients) as the
target of service / guidance and counseling activities are expected to be
independent individuals, with the characteristics of knowing themselves
and their environment, able to make decisions, direct, and realize
themselves. Teachers Counselors (counselors) should be able to direct all
guidance and counseling services for the development of independence of
students.
6. The Principle of the Present; namely the principle that requires that the
target object of guidance and counseling services are the problems faced
by students / clients in the present conditions. Past and future conditions
are seen as an impact and have relevance to what is existing and done by
students (clients) at the present time.
7. Dynamics Principle; namely the principle that requires that the content of
services to service targets (students / clients) should always move forward,
not monotonous, and continue to develop and continue according to the
needs and stages of development from time to time.
8. Principle of Integrity; namely the principle that requires that various
services and counseling and counseling activities, both those carried out
by counselors and other parties, mutually supportive, harmonious and
integrated. In this case, cooperation and coordination with various parties
related to guidance and counseling is very important and must be carried
out as well as possible.
9. Normative Principle; namely the principle that requires that all services
and activities of guidance and counseling be based on norms, both
religious norms, laws, regulations, customs, science, and habits that apply.
Even further, through all services / counseling and counseling activities
must be able to improve the ability of students (clients) in understanding,
living and practicing these norms.
10. Expertise Principle; namely the principle that requires that services and
guidance activities and counseling be conducted on the basis of

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 professional rules. In this case, the implementers of services and other
guidance and counseling activities should be truly experts in guidance and
counseling. The professionalism of the counselor teacher must be realized
both in the implementation of the types of services and guidance and
counseling activities and in the enforcement of the code of ethics guidance
and counseling.
11. Principle of Hand Over Case; namely the principle that requires that
parties who are unable to provide guidance and counseling services
appropriately and thoroughly on a problem students (clients) may be able
to transfer to a more expert party. The counselor teacher can accept the
hand of the case from parents, other teachers, or other experts. Likewise,
conversely the counselor (counselor) can transfer the case to a more
competent party, both within the school institution and outside the school.
12. Tut Wuri Handayani Principle; namely the principle that requires that
guidance and counseling services as a whole be able to create an
atmosphere of protection (provide security), develop exemplary, and
provide stimuli and encouragement, as well as the widest opportunity for
students (clients) to progress (Salahudin, 2010).

C. Purpose of Guidance and Counseling

The purpose of guidance and counseling is divided into two types, namely
general goals and specific objectives, including:
1. General purpose
Broadly speaking, the general goal of guidance and counseling is to
help individuals realize themselves to be better souls. As well as the
general objectives of the Guidance and Counseling service is in
accordance with the goals of education as stated in the National Education
System Act (UUSPN) in 1989 or (Law No. 2/1989), namely the realization
of whole intelligent people, who believe, devote to The Almighty God and
the virtuous virtuous have the knowledge and skills, physical and spiritual
health, a solid and independent personality and a sense of social and
national responsibility (Baraja, 2006). Furthermore, Prayitno and Erman
Amti stated that: The general purpose of guidance and counseling is to

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 help individuals develop themselves optimally in accordance with the
stages of development and predisposition they have (such as: basic
abilities and talents), various backgrounds (such as: background behind
family, education, socio-economic status) and in accordance with the
positive demands of the environment. In this regard guidance and
counseling helps individuals to become useful people in their lives who
have the right insight, views, interpretations, choices, adjustments and
skills regarding themselves and their environment. Thus, students are
expected to become independent individuals with characteristics:
a. Know yourself and the environment appropriately and objectively,
b. Accept yourself and the environment positively and dynamically,
c. Able to make decisions correctly and wisely,
d. Direct yourself according to the decisions taken and
e. Able to actualize themselves optimally.

2. Special Purpose
The specific purpose of counseling services is to help students
achieve development goals including aspects including: personal, social,
learning, and career. Personal-social guidance is intended to achieve the
goals and tasks of personal-social development in realizing a person who
is pious, independent and responsible. Tutoring is intended to achieve the
goals and tasks of educational development. Career guidance is intended
to create a productive worker's personality.
a. In the aspect of personal development tasks - social Guidance and
Counseling services help students to:
1) Having self-awareness, namely describing appearance and
recognizing the specificity that exists in him.
2) Can develop positive attitudes, such as describing people they like
3) Make healthy choices
4) Able to respect others
5) Having a sense of responsibility
6) Developing interpersonal relationship skills
7) Can resolve conflicts

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 8) Can make decisions effectively
b. In the aspects of learning development tasks, Guidance and
Counseling services help students to:
1) Can carry out skills or study effectively
2) Can set educational goals and planning
3) Able to learn effectively
4) Having skills and abilities in the face of evaluations / examinations
c. In the aspects of career development tasks, Guidance and Counseling
services help students to:
1) Able to form a career identity, by recognizing the characteristics of
work in the work environment
2) Able to plan for the future
3) Can form career patterns, namely the trend towards career.
4) Get to know skills, abilities and interests
5) Having a strong commitment in applying the values of faith and
devotion to God Almighty, both in personal life, family, relationships
with peers, Schools / Madrasas, workplaces, and society in general
(Hasyim, 2010).

D. Function of Guidance and Counseling

The functions of guidance and counseling are as follows:
1. Preventive function, namely the function of guidance and counseling that
will result in the prevention and avoidance of students from various
problems that may arise that will be able to disrupt, inhibit, or cause certain
difficulties and losses in the development process. Activities in the
prevention function can be in the form of orientation, career guidance
programs, data inventory etc.
2. The function of understanding, namely the function of guidance and
counseling that will produce an understanding of something by certain
parties in accordance with the interests of developing students'
understanding, including:
a. Understanding of students themselves, especially by their own
students, parents, teachers in general and guidance teachers.

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 b. Understanding of the student environment (including the family and
school environment), especially by the students themselves, parents,
teachers in general and guidance teachers.
c. Broader environmental understanding (including information on
position / occupation, social and cultural information / values),
especially by students.
3. Repair function, namely the function of guidance and counseling to help
counselees so that they can correct mistakes in thinking, feeling and acting
(willing). Counselors intervene (give treatment) to the counselee so that
they have a healthy, rational thinking pattern and have the right feeling so
that they can deliver them to productive and normative actions or
intentions.
4. The function of maintenance and development, namely the function of
guidance and counseling which will result in the maintenance and
development of various potential and positive conditions of students in the
framework of their steady and sustainable development. These functions
are realized through the holding of various types of services and guidance
and counseling activities to achieve the results contained in each of these
functions. Every service and guidance and counseling activities carried out
must directly refer to one or more of these functions so that the results
achieved are clearly identified and evaluated.
5. Healing function, which is a curative guidance and counseling function.
This function is closely related to efforts to provide assistance to
counselees who have experienced problems, both concerning personal,
social, learning, and career aspects. The technique that can be use is
counseling, and remedial theaching.
6. Distribution Function, namely the function of guidance and counseling in
helping counselees choose extracurricular activities, majors or study
programs, and establish career mastery or position that is in accordance
with their interests, talents, expertise and other personality traits. In
carrying out this function, the counselor needs to work with other educators
inside and outside the educational institution.

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 7. Function of Adjustment, namely the function of guidance and counseling
in helping the counselee to be able to adjust to himself and his
environment dynamically and constructively.
8. Facilitation Function, provides convenience to counselees in achieving
optimal growth, development, harmony, harmony and balance in all
aspects of self counseling (Sukardi, 2000).
 

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 CHAPTER III

SURVEY METHODS

A. Place and Time of Survey

Observation of the study was conducted at MAN 1 Medan with the address
Jl. William Iskandar No. 7B Medan, this observation is held on Saturday, May
11, 2019, at 10:00 - 12:00 WIB.

B. Survey Subject
The research subjects were the parties that were used as samples in a
study. The research subjects who were observed in this study were counseling
teachers who served in MAN 1 Medan.

C. Data Collection Technique

The technique or method used in collecting data is by conducting interviews
by giving several questions to counseling teachers who are willing to take the
time to share information related to counseling at school.

D. Survey Instrument
The instrument used in carrying out the research is a voice recorder and
stationery (books and pens) which serves to assist in carrying out interviews
with the counseling teacher.

E. Data Analysis Technique

Qualitative data analysis techniques are carried out in accordance with the
case study approach, so that the analysis of the data used by analyzing the
answers of the sources gathered from the research subjects, the answers are
organized by categorizing and identifying according to the research objectives.
F.

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 CHAPTER IV

RESULT AND DISCUSSION

A. Overview of Survey Results

Based on the results of a survey conducted with counseling teacher MAN 1
Medan using 4 questions regarding counseling, the results were:
Questions and answers :
1. What are the problems that often occur among high school students?
a. Late,
b. Absence (not present at school without information) more than 24
c. Problems fighting with classmates,
d. Damage to facilities / infrastructure,
e. Do not use school attributes completely and
f. Career BK (majoring for college entry for students who are in grade 3)
2. How do counseling teachers deal with problems that occur among high
school students?
Previously the school had determined the points that each student had from
the start, which was equal to 100 points and if violating would be given a
reduction in value and would be considered when he would be graduated
from the school, but there were some solutions that we gave as the teacher
had made based on school agreement, namely:
a. For students who are late they will be given a sentence memorizing the
Al - Qur'an at least 10 verses and will not be allowed to enter until the
student is able to memorize the verse, For a reduction in value it will be
given a reduction of 10 points every time it's too late.
b. For students who are absent more than 24 times, they will be given a
letter of reprimand / summons to parents and ask the reason why the
student is unable to attend the school lesson, but if the reason is illogical
then a value reduction of 50 points will be given.
c. For students who quarrel with their friends, they will be advised by the
counseling teacher, but if the problem is too heavy, a parent's summons
can even be given a suspension (ban attendance at school) for several
days, for a reduction of 40 points.

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 d. For students who do damage to infrastructure, the students are asked to
replace the facilities / presas with the same item.
e. For students who do not use school equipment attributes (name,
symbol, tie, socks, etc.), points will be deducted by 5 points.
f. For students who want to consult about the direction they are going to in
college, students are asked to collect report cards starting from
semester 1 - semester 5, then accumulate data, then the counseling
teacher will give advice on predictions of higher education and what
subjects can be taken by students before he joined the SNMPTN
registration.
3. What impact has occurred after students have been warned of what they
have done?
After we give rewards to students who have problems, there are behavioral
changes experienced such as:
a. Students become more disciplined.
b. Students become obedient to the rules that apply in the school
environment.
c. Students try to maintain the environment, facilities and infrastructure in
the school environment.
d. Students find a way out of the problems they have experienced in
determining the college and department they will take at the next level.

B. Discussion
Implementing guidance and counseling must be understood by the
counselor of individual characters, both by means of tests and non-tests so that
guidance and counseling activities can be carried out in accordance with what
students need. Creative BK teachers will certainly not allow problems to arise
because they will minimize or even negate the causes. The principle, rather
than treating it is better to prevent. Counseling tutors usually function as
providers of solutions to problems affecting their students. Problems that afflict
someone, especially students if left to develop and not immediately solved can
disrupt life, both himself and others. The characteristics of the problem are as
follows:

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1. Problems arise because there is a gap between expectations (das Sollen)
and reality (das sein). The greater the gap, the more severe the problem.
2. Problems arise as behaviors that are not desired by the individual itself or
by the environment.
3. Problems arise as a result of the wrong learning process.
4. Problems need a variety of basic questions (basic questions) that need to
be answered.
5. Problems can be individual or group.
Guidance and Counseling Teachers are educators who are
responsible from the start of program planning, programming,
implementation of guidance and counseling programs to the evaluation of
the program in carrying out their duties. Guidance and Counseling
Teachers carry out their duties focusing on developing themselves
according to their potential, interests, talents, and developmental stages
through various services such as orientation, information, content mastery,
placement / distribution, counseling both groups and individuals, and others
-other. Through the research that we conducted, in the growth and
development of adolescents in high school children, the role of a BK
teacher is very necessary in helping these students achieve a better life in
their lives. Problems that often occur among students, especially among
high school students, should be solved with the best solutions provided by
counseling teachers, through direction and guidance as well as the right
motivations so that students will easily solve their life problems without
prolonged burdens and to prevent the possibility - Possible problems that
can occur if a problem is allowed to drag on.
With the existence of counseling, the students have a positive impact
on their lives, namely: having a positive self-concept, being able to regulate
themselves, be confident and independent. Also, students can develop the
realm of interpersonal life so that they have social care, the ability to
establish & maintain relationships, and make responsible decisions. In the
realm of academic life, it is also expected to develop so that students have
high motivation in learning, and can achieve in their daily lives. Likewise in
the realm of career life, students are able to recognize & understand

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 professions and jobs that are in accordance with their talents and interests
so that they are able to be productive, creative, and innovative and have
faith and piety in the work and profession that they will later work on.

C. Research Findings
From the research that has been done, the research findings found are:
1. The implementation of counseling in the MAN 1 Medan school runs
effectively and efficiently.
2. Problems that usually occur in the school environment are: late, late,
absenteeism (absent from school without information) more than 24,
problems fighting with classmates, destruction of facilities /
infrastructure, not using school attributes completely and career BK
(determination majors for college entry for students in grade 3).
3. The solution provided by the BK teacher has been agreed upon with the
school, the form of the solution can be in the form of advice, deduction
of points, statements of parents' calls to suspension (banned attendance
at school) for several days.
4. After the solution is given there are some changes experienced by
students in the school, namely: students become more disciplined,
students become obedient to the applicable regulations in the school
environment, students try to maintain the environment, facilities and
infrastructure in the school environment, students find a way out of the
problems he experienced in determining the college and the department
he would take at the next level.

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 CHAPTER V

CLOSING

A. Conclusion
Guidance and Counseling is the process of assistance or assistance
provided by counselors to individuals through face-to-face meetings or
reciprocal relationships between the two so that they have the ability to see
and find problems and to solve their own problems. In schools that have been
researched the counseling program has been run effectively as evidenced by
the data in that place and the annual reports are arranged systematically. In
school counseling, especially high school, many students have problems in the
teaching and learning process, such as being late, the number of absences
(not entering the class for no reason), damaging school facilities / infrastructure
and problems in choosing a department or college that will be undertaken in
the future in the future, it is necessary for the participation of counseling
teachers so that the development of students can take place well, a good
solution that will have a positive impact on students.

B. Suggestion
Suggestions that can be taken from this paper are that each school should
have counseling guidance that runs effectively, much as if up to now it still has
limited counseling teachers so that many students who are less able to develop
themselves are in accordance with the potential of their students.

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Salahudin, Anas (2010) Bimbingan dan Konseling. Bandung : Pustaka Setia.
Samsul Munir Amin (2010) Bimbingan dan Konseling Islam. Jakarta, Amzah.
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