ANALISIS PERAN GURU KELAS SEBAGAI PELAKSANA BIMBINGAN DAN KONSELING DALAM MEMBANTU MENGATASI KENAKALAN PESERTA DIDIK MI AL-ISLAM 3 NGESREP BOYOLALI

Rosa Dion Nur Gitasmara, NIM.: 22204082029 (2024) ANALISIS PERAN GURU KELAS SEBAGAI PELAKSANA BIMBINGAN DAN KONSELING DALAM MEMBANTU MENGATASI KENAKALAN PESERTA DIDIK MI AL-ISLAM 3 NGESREP BOYOLALI. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The background of the study is the importance of guidance and counseling services in overcoming student delinquency at MI Al-Islam 3 Ngesrep Boyolali. Student delinquency is a complex problem that can have a negative impact not only on individual students, but also on the school environment as a whole. Thus, the role of BK teachers is needed to help overcome student delinquency. In the implementation of BK, it is carried out by class teachers. The purpose of this study was to determine the forms of delinquency committed by students, to determine what roles are played by class teachers as implementers of guidance and counseling, to determine the suitability of the role of class teachers as implementers of guidance and counseling with the hopes and principles of BK services in schools. This study uses a qualitative descriptive approach. Data collection techniques in the form of observation, interviews and documentation. The data analysis techniques used are data reduction, data display and drawing conclusions. Based on the results of the study, it can be concluded that: 1) there are 3 forms of delinquency in students, namely mild, moderate and severe. However, severe delinquency at MI Al-Islam 3 Ngesrep has never occurred. Researchers found that the forms of delinquency that commonly occur among grade VI students include: Fighting, Playing truant, Dressing untidily and Bullying. 2) the role of class teachers as implementers of guidance and counseling in helping to overcome student delinquency at MI Al-Islam 3 Ngesrep Boyolali is to provide guidance that includes advice and motivation and provide individual counseling services and mediation services. 3) in the implementation of guidance and counseling services so far have not been implemented optimally in accordance with the principles and principles of guidance and counseling. This is due to (a) lack of teacher knowledge about guidance and counseling, (b) teachers have not received training on guidance and counseling, (c) the absence of a structured guidance and counseling program, (d) lack of cooperation between teachers and guardians in carrying out guidance and counseling

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