PERAN GURU KELAS SEBAGAI PELAKSANA BIMBINGAN DAN KONSELING DALAM MEMBANTU MENGATASI PROBLEM PESERTA DIDIK DI MI AL-ANWAR RAMAN AGUNG OKU TIMUR PALEMBANG

DYAH PRAVITASARI, NIM. 16204080010 (2018) PERAN GURU KELAS SEBAGAI PELAKSANA BIMBINGAN DAN KONSELING DALAM MEMBANTU MENGATASI PROBLEM PESERTA DIDIK DI MI AL-ANWAR RAMAN AGUNG OKU TIMUR PALEMBANG. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The background of this research is the importance of guidance and counseling in elementary schools, namely to help overcome the problems of students in personal, social, academic and career aspects. Thus the role of a BK teacher is needed to help overcome problems in that aspect. In this case the BK officer in elementary school is a class teacher. The purpose of this study is to find out the suitability of the role of class teachers as implementing BK with guidelines for counseling services in schools. This type of research is field research, which is qualitative in nature, the approach used is descriptive qualitative approach. The technique of collecting data in the form of observation, interviews, documentation. The data analysis technique used is data reduction, data display and conclusion drawing. To test the validity of the data used the test of credibility with triangulation. Based on the results of the study it can be concluded that: 1) problems that occur in class I students, the low ability of students to adjust to the new social environment (school). Class III, difficulties in reading and writing, boredom in learning, the habit of making noise in class, the habit of fighting in class. Class VI, ditching, low motivation in learning, anxiety will face UAN. 2) The efforts of class teachers in helping to overcome the problems of students include, areas of personal, social and learning development services, as well as collaborating with parents of students. 3) In its implementation, so far the role of class teachers as executors of guidance and counseling has not been carried out optimally in accordance with the guidelines for implementing guidance and counseling in schools. This is due to (a) the lack of knowledge on the implementation of structured guidance and counseling, (b) the teacher is not given special training to provide structured guidance and counseling services, (c) the planning and systematic guidance and counseling program are not arranged from the school, and no evaluation was carried out to determine its success (d) lack of cooperation between parents and class teachers in conducting guidance and counseling activities.

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