Profil Kinerja Guru Bimbingan dan Konseling Menurut Persepsi Guru Mata Pelajaran

Monika Lam; Dhiu Margaretha; Gracianus Edwin Tue P. Lejap

doi:10.61132/morfologi.v3i1.1260

Authors

Monika Lam Universitas Katolik Widya Mandira Kupang
Dhiu Margaretha Universitas Katolik Widya Mandira Kupang
Gracianus Edwin Tue P. Lejap Universitas Katolik Widya Mandira Kupang

DOI:

https://doi.org/10.61132/morfologi.v3i1.1260

Keywords:

Performance, Teachers, Guidance, Perception

Abstract

In the school environment, a good assessment of the performance of guidance and counseling teachers by subject teachers reflects recognition of the contribution of guidance and counseling teachers in supporting students academically, emotionally, and socially. The purpose of this study was to see the views of subject teachers on the performance of guidance and counseling teachers in various aspects. This type of research is quantitative descriptive. The instrument in this study used a questionnaire on the performance of guidance and counseling teachers. Based on the results of the analysis of the research data that have been presented, the researcher concluded that the performance of guidance and counseling teachers was assessed as good according to the perceptions of subject teachers based on several aspects, namely basic services, individual interest and planning services, responsive services and system support services.

Downloads

Download data is not yet available.

References

Gysbers, N. C., & Henderson, P. (2005). Designing, implementing, and managing a comprehensive school guidance and counseling program. In C. A. Sink (Ed.), Contemporary school counseling: Theory, research, and practice (pp. 151-188). Boston: Houghton Mifflin.

Hafnita, R. (2021). Persepsi guru bidang studi tentang kinerja guru BK di Sekolah Madrasah Tsanawiah Negeri 1 Labuan Batu Tahun Ajaran 2020/2021. Jurnal Bimbingan Konseling Indonesia, 1–9.

Imron, M., Naqiyah, N., & Hastuti, R. T. (2021). Kinerja guru bimbingan dan konseling SMA Kota Surabaya dan faktor-faktor yang mempengaruhinya. Jurnal Bimbingan Konseling Indonesia, 6, 1–10.

Lesmana, G., & Rahmadhani, S. (2024). Pengaruh kepemimpinan kepala sekolah terhadap akuntabilitas keprofesionalan guru bimbingan dan konseling di SMA Negeri 1 Pegajahan. Jurnal Manajemen Pendidikan Islam, 2(1), 1–10.

Nugroho, D. A., Khasanah, D. N., Pangestuti, I. A. I., & Kholili, M. I. (2021). Problematika pelaksanaan bimbingan dan konseling di SMA: A systematic literature review (SLR). Teraputik: Jurnal Bimbingan Dan Konseling, 5(1), 87–96. https://doi.org/10.26539/teraputik.51647

Putri, J. E., Yarni, N., & Ahmad, R. (2022). Urgensi akuntabilitas dan pengawasan: Sebagai solusi masalah pelayanan bimbingan dan konseling di sekolah. JPGI (Jurnal Penelitian Guru Indonesia, 7(1), 154. https://doi.org/10.29210/021876jpgi0005

Sugiyono. (2016). Metode penelitian pendidikan (Pendekatan kuantitatif, kualitatif, dan R&D). Alfabeta.

Tubagus, S., Jarkawi, J., & Farial, F. (2020). Upaya guru bimbingan dan konseling dalam mengatasi perilaku maladaptif dengan layanan konseling kelompok. Jurnal Consulenza: Jurnal Bimbingan Konseling Dan Psikologi, 3(2), 88–96. https://doi.org/10.36835/jcbkp.v3i2.828

Yamin, M., & Maisah. (2010). Standarisasi kinerja guru. Jakarta: Gaung Persada Press.

Yuna, A. Q. (2015). Kontribusi peran orangtua dan guru mata pelajaran terhadap pengembangan kreativitas siswa. Jurnal Edukasi: Jurnal Bimbingan Konseling, 1(1), 1. https://doi.org/10.22373/je.v1i1.314