Abstract
Program evaluation in comprehensive guidance and counseling is very important to determine the level of goal achievement. In order for the evaluation results to provide the right information, a valid and reliable instrument is needed. At the higher education level, the comprehensive guidance and counseling program, including the program evaluation component, does not have many references that users can refer to. The available references focus more on primary and secondary education levels. This research is intended to produce the intended evaluation instrument. Descriptive methods and literature review were used in this study. The data were revealed using a Delphi technique questionnaire involving three experts, then analyzed qualitatively and quantitatively. In this study, the constructs of evaluation instruments for comprehensive guidance and counseling programs were synthesized and modified from various expert opinions and professional organizations with two patterns of answers: yes and no, translated into 294 statements. The resulting evaluation instrument needs to be empirically tested for its feasibility by involving adequate participants.
Highlights
Program as an Evaluation Reference Program evaluation in comprehensive guidance and counseling is very important to determine the level of goal achievement
The instrument used to collect data was in the form of an evaluation instrument for a comprehensive guidance and counseling program consisting of 306 statements revealing 13 components of a comprehensive guidance and counseling program in higher education institutions
AND DISCUSSIONS The development of evaluation instruments for guidance and counseling programs in guidance and counseling service units in higher education institutions is carried out through synthesis, adaptation, and modification of evaluation instruments for comprehensive guidance and counseling programs at the primary and secondary education levels. This instrument is based on a synthesis of audit programs developed and recommended by: (1) the American School Counselor Association (ASCA) (ASCA, 2005 pp. 106-116); Gizbers & Henderson, 2006, p. 501); ( (2) evaluation of the guidance and counseling program studied in the teacher professional program of guidance and counseling (Directorate General of Higher Education, 2012, p. 45); (3) the concept of program evaluation proposed by Suherman (2019: 82); (4) program evaluation as stated in Permendikbud Number 111 2014 concerning Guidance and Counseling in Primary and Secondary Education (2014; 16-17); and (5) program evaluation according to Operational Guidelines for Guidance and Counseling in High Schools (Kemdikbud, 2016: 21-44)
Summary
Program as an Evaluation Reference Program evaluation in comprehensive guidance and counseling is very important to determine the level of goal achievement. At the higher education level, the comprehensive guidance and counseling program, including the program evaluation component, does not. Program Planning and Objectives of Comprehensive Guidance and Counseling in Higher Education Institutions In Indonesia, there are currently no specific guidelines for the implementation of guidance and counseling services in higher education institutions. In this regard, signs in that direction were adapted from Operational Guidelines for Guidance and Counseling in High Schools (Kemdikbud, 2016). The designing phase consists of: (1) drawing up a work plan, (2) developing an annual program, and (3) developing a semester program
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