KOMPETENSI GURU BIMBINGAN DAN KONSELING PADA MADRASAH TSANAWIYAH DI KOTA JAMBI

SAIDAH, NIM. 09.3.784-BR/S.3 (2015) KOMPETENSI GURU BIMBINGAN DAN KONSELING PADA MADRASAH TSANAWIYAH DI KOTA JAMBI. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Saidah / Student Reg. Nu. 09.3.784-BR, The Competence of School Counselors in Islamic Junior Secondary Schools (Madrasah Tsanawiyah) in Jambi. Dissertotion, Graduate Programs of State Islamic University Sunan Kalijaga Yogtakarta' 2014 Guidance and counseling are processes of giving aid to students either individually or in groups in ordei to achieve an optimal level of development and independence. Guidante and counseling are needed in order to help learners dereiop their own potentials and to follow the learning process effectively and efficiently, Therefoie, guidance and counseling services need to be implemented at Islamic junior secondiry schools in the city of Jambi. The ones responsible for guidance and counseling at schools are school counselors. School counselors are Jupposed to have pedagogical, personal, social, and professional competences' This research is a descriptive qualitative research in education' The settings were three (3) state Islamic junior secondary schools, namely: State Islamic Junior Secondary b"noot olak Kernang, State Islamic Junior Secondary School Model, and State Islamic Junior Secondary School Sijenjang. The selection was based on the fact that the three state Islamic junior secondary schools had given guidance and counseling services and had school counselors who had the undergraduate academic quaffication in guidance and counseling, and it was also based on the geographical location and the research effectiveness. The data collection i..nliqu"r of this study were direct observation, in-depth interviews, and documentation. The data analysis was done with the process analysis. To get valid data, it used triangulation of all the source triangulation, method triangulation, theory triangulation, and researcher triangulation. The iesults showed that the pedagogical competence of school counselors at Islamic junior secondary schools in Jambi varied. The school counselor of State Islamic Junior Secondary School Olak Kemang had not met the pedagogical indicators mainly due to incomplete documents. The pedagogical competence of the school counselor of State Islamic Junior Secondary School Model had met the indicators of good counselors, both of the document and the action' The pedagogical competence of the school counselor of State Islamic Junior Secondary b"noit-Sii"njanghad not met good indicators both of the document and the action' The personal competence of the school counselors of Islamic junior high schools in Jambi also varied. The personal competences of the school counselors of State Islamic Junior Secondary School Olak Kemang and Sijenjang were that the school counselors were teachers who were faithful and obedient to God, respected and upheld human values, and demonstrate integrity and strong personal stability. However, they had not showed a high quality performance. In other words, they had not met a high-quality performance. Meanwhile, the personal competence of school counselor at State Islamic Junior Secondary School Model met all indicators of personal competence, or the school counselor was the one who was faithful and obedient to God, respected and upheld the human values, showed integrity and strong personality stability, and demonstrated a high-quality performance' The social competence of school counselors at Islamic junior secondary schools in Jambi geneially did not meet the indicators, This fact was primarily because they had not implemented inter-professional collaboration. The school counselor of State Islamic Jurrior High School Olak Kemang implemented internal collaboration in the work well, but the supporting documents were not complete; and the counselor had not yet played a role in the organization and activities of professional guidance and counseling. The school counselor of State Islamic Junior Secondary School Model implemented internal collaboration in the work well both in terms of activities and documents, as well as playing a role in the organization and activities of professional guidance and counseling. Meanwhile, the school counselor of State Islamic Junior Secondary School Sijenjang had not met the indicators of social competences in all aspects. The professional competence of school counselors at Islamic junior secondary schools in Jambi also generally did not meet the indicators. All the school counselors of State Islamic Junior High School olak Kemang, Model, and Sijenjang had not met the indicators of professional competences both in terms of actions and documents. The facts of the conditions of the school counselors above were influenced by supporting and inhibiting factors of both internal and external ones. Their competences needed development. Efforts to develop their competences could include education and training of guidance and counseling, provision of facilities and means of guidance and counseling, comparative studies, establishment of a professional organization of guidance and counseling at the Ministry of Religious Affairs, procurement of guidance and counseling bboks, and equitable distribution of school counselors as well as addition of schobl counselors at Islamic junior secondary schools.

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