Abstract
The purpose of this study is to analyze the strengths and weaknesses of each accountability evaluation model in order to make it easier for counselors to understand it. The method used is qualitative research that focuses on meanings, definitions, characteristics, symbols and explanations of the concepts learned. Research data is collected through literature review and document analysis. In this study, descriptive document analysis methods were used in data analysis. Descriptive analysis method is a method that aims to test the facts and meanings of research systematically. This model is formed based on different initial goals in the implementation of counseling services. The counselor can choose one of the models that are appropriate to the situation and easy to apply in his school. Accountability Evaluation Models of School Counseling Program has advantages and disadvantages of each. The counselor should choose one model that is appropriate to the situation and easy to implement in his school so that the implementation of the school counseling program can be measured and planned in the future.
Highlights
Ever since the counselor profession began in the 1900s, there has been a difference in the roles and responsibilities of those in the school, responsible for reflecting changes in the society
Descriptive document analysis methods were used in data measurement
Accountability Evaluation Models of School Counseling Program has each of its advantages and disadvantages
Summary
Ever since the counselor profession began in the 1900s, there has been a difference in the roles and responsibilities of those in the school, responsible for reflecting changes in the society. The program evaluation is still a weak component in the implementation of school counseling services in Indonesia (Badrujaman et al, 2015) This is very evident, regarding the lack of counselors in schools. The research conducted by Rachmalia (2006) regarding the implementation of the main tasks of school counselors, showed that some aspects of the institutional counseling program evaluation have not been widely carried out, due to the lack of knowledge related to assessment. The implementation of the program evaluation, especially low basic services in institutions, resulted in little stakeholder trust in the school counseling practices (Badrujaman et al, 2015). Accountability means being responsible for the counselor's actions, especially for the goals, procedures, and results from the counseling program This involves an explanation of activities, which have been carried out, including information and data to support any claims made. School counselors need to implement credible accountability in the implementation of counseling programs in institutions, in order to become accountable practitioners
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