Optimalisasi Peran Dan Fungsi Guru Bimbingan Dan Konseling Dalam Implementasi Kurikulum 13

Abstract

In order to optimize the role and function of Teacher Guidance and Counseling in schools, it is necessary to socialize the understanding and understanding of several policies that contain the role and function of the Guidance and Counseling / Counselor Teachers to the school components and abort the assumption that the Guidance and Counseling teachers only help to solve the problematic counselees and also some Guidance and Counseling Teachers / Counselors who have not understand abouth her/his the role and function. In order to optimize the role and function of Guidance and Counseling / Counselor Teachers; there are several things that must be done such as; 1. to enrichment the role; 2. have to show the professionalism well; 3. help the students to choose and to establish the ‘interest and idea”mprefessionally; 4. having a high commitment in effort to improve their qualifications and abilities to achieve the specified professional standards.

Implementation Of Total Quality Management (TQM) In Improving The Quality Of Graduates Through Counseling At SMAN 3 Pasuruan

“…The role of the counselor at SMAN 3 Pasuruan in creating quality school graduates is very large, starting from assisting the selection of students during PPDB, providing guidance and counseling services to help students achieve optimal self-development assistance in learning, providing motivation for students who have problematic both personal and social problems that have an impact on the learning process, provide information about school extracurricular activities, and provide a stimulus in the form of verbal support and action so that students can continue their studies to university. Aligned with research (Nurhayati & Nurfarida, 2019) that the function of a counselor on the quality of graduates is the function of understanding where the counselor must provide understanding to students to develop their potential optimally, the function of adjustment is to help students to adapt to a dynamic constructive environment, the work function is to help students cooperate with other educators by both inside and outside of school, the function of prevention is to help students anticipate various problems that might occur and try to prevent them, the function of improvement is to help students correct mistakes in thinking, feeling, and acting, the function of healing is to help students who experience problems, both personal, social, learning and career problems, techniques that can be used are counseling and remedial teaching, as well as development functions where guidance techniques use information services, tutorials, discussion groups, brainstorming, homerooms and work a tour.…”

Pengaruh Komunikasi Siswa SMK dengan Orang Tua, Guru, dan Teman Sebaya terhadap Kematangan Kariernya

“…Para guru BK beserta guru kelas saling bekerjasama mendampingi siswa untuk mengidentifikasi potensi diri, mengetahui lowongan pekerjaan yang sesuai dengan diri siswa hingga mengindentifikasi faktor penghampar sehingga siswa akhirnya bisa memilih dan memutuskan keputusan karier yang tepat bagi dirinya (Putranti, 2018). Namun layanan bimbingan karier ini harus dilakukan secara terbuka dan berkelompok, karena dapat menghasilkan hubungan yang hangat, permisif, terbuka dan penuh keakraban (Kamil & Daniati, 2017), ditambah dengan memberikan penguatan terhadap identitas guru BK di seluruh sekolah sehingga kualifikasi dan kemampuannya sesuai standai kualifikasi yang dibutuhkan (Nurhayati & Pw, 2019). Melalui optimalisasi layanan bimbingan karier yang mengedepankan perbaikan komunikasi antara guru dan siswa, maka harapannya keterbukaan bisa terjadi dan berujung pada rasa saling percaya untuk mampu mengungkapkan segala masalah, harapan, kecemasan, kebingungan hingga sama-sama mencari solusi atas permasalahan yang dihadapi.…”

Transisi Kurikulum di Indonesia: Apa Dampaknya Bagi Pelayanan Bimbingan Dan Konseling?

“…Gambar 1: Posisi dan Peran Bimbingan dan Konseling (Nurhayati & Pw, 2019) Implementasi kurikulum merdeka Berdasarkan Website Sistem Informasik Kurikulum Nasional (Kurikulum.Kemdikbud.go.id) Kurikulum Merdeka merupakan usaha pemulihan pembelajaran, Kurikum Merdeka (yang sebelumnya disebut sebagai kurikulum prototipe) dikembangkan sebagai kerangka kurikulum yang lebih fleksibel, sekaligus berfokus pada materi asensial dan pengembangan karakter dan kompetensi peserta didik. Karakteristik utama dari kurikulum ini yang mendukung pemulihan pembelajaran adalah : (1) Pembelajaran berbasis projek untuk pengembangan soft skills dan karakter sesuai profil pelajar pancasila, (2) Fokus pada materi yang esensial sehingga ada waktu cukup untuk pembelajaran yang mendalam bagi kompetensi dasar seperti literasi dan numerasi, (3) Fleksibilitas bagi guru untuk melakukan pembelajaran yang terdiferensiasi sesuai dengan kemampuan peserta didik dan melakukan penyesuaian dengan konteks dan muatan lokal.…”