IMPLEMENTASI LAYANAN BIMBINGAN DAN KONSELING DI SMAN 2 KARAWANG

Abstrak

Penelitian ini bertujuan untuk menganalisis implementasi layanan Bimbingan dan Konseling (BK) melalui observasi langsung, wawancara, dan dokumentasi. Subjek penelitian terdiri dari seorang guru BK dan dua siswa sebagai representasi pengguna layanan. Hasil observasi menunjukkan bahwa layanan BK di sekolah ini telah berjalan cukup baik dengan cakupan aspek pribadi, sosial, belajar, dan karier. Guru BK berpengalaman, ramah, dan mampu menjalin komunikasi positif dengan siswa. Layanan yang tersedia meliputi konseling individu, konseling kelompok, bimbingan klasikal, serta layanan informasi dan konsultasi. Meskipun demikian, terdapat beberapa kendala, seperti stigma negatif dari siswa maupun orang tua yang menganggap BK hanya untuk siswa bermasalah, keterbatasan jumlah guru BK dibandingkan banyaknya siswa, minimnya interaksi personal, serta kurangnya kegiatan preventif rutin. Faktor pendukung pelaksanaan layanan mencakup kompetensi guru BK, dukungan sekolah, kerja sama dengan guru mata pelajaran (termasuk guru PAI), serta ketersediaan sarana-prasarana meskipun masih terbatas. Kesimpulan penelitian ini adalah bahwa layanan BK sudah berjalan cukup baik, namun perlu ditingkatkan dalam hal sosialisasi, interaksi personal, penguatan fasilitas, serta program preventif dan kolaborasi antar pihak. Rekomendasi yang diajukan antara lain peningkatan sosialisasi peran BK, penambahan kegiatan rutin, penguatan koordinasi, serta pengembangan profesional guru BK agar layanan lebih efektif, holistik, dan relevan dengan kebutuhan siswa.

This study aims to analyze the implementation of Guidance and Counseling (BK) services at through direct observation, interviews, and documentation. The research subjects consist of one BK teacher and two students as representatives of service users. The observation results show that BK services at the school have been running quite well, covering personal, social, learning, and career aspects. The BK teacher is experienced, friendly, and able to establish positive communication with students. The available services include individual counseling, group counseling, classical guidance, as well as information and consultation services. However, there are several obstacles, such as negative stigma from students and parents who consider BK only for problematic students, limited number of BK teachers compared to the large number of students, minimal personal interaction, and lack of routine preventive activities. Supporting factors for service implementation include the competence of BK teachers, school support, cooperation with subject teachers (including Islamic Education teachers), and availability of facilities, although still limited. The conclusion of the study indicates that BK services at have been running quite well but need improvement in socialization, personal interaction, facilities, preventive programs, and collaboration among stakeholders. The proposed recommendations include increasing the socialization of BK roles, adding routine activities, strengthening coordination, and enhancing professional development of BK teachers for more effective, holistic, and student-relevant services.