Abstract
Abstract: Basic tasks the teacher supervisor is compiling the program guidance and counseling, implement the program guidance and counseling, evaluate program implementation guidance and counseling, analysis of the results of the implementation of the guidance and counseling and follow-up program implementation guidance and counseling to learners who becomes his responsibility. In fact guidance and counseling teachers of government senior high schools in Solok Regency did not elaborate on the program guidance and counseling in accordance with the types of services and areas of development without any elaboration time allocation, class of service to be provided, the material will be presented and didn’t have the weekly program of guidance and counseling. This study used a descriptive approach. The population of the research is all of guidance and counseling teachers in government senior high schools in Solok Regency, totally 49 people with sampling techniques namely the sampling area of 32 people. Data collection techniques using question form. The Data were analyzed using percentage technique.
Highlights
Pendidikan merupakan sentral pembangunan agar tatanan dunia baru penuh rahmat dan kemajuan dapat diraih dan dapat mencapai perkembangan yang optimal untuk para peserta didik baik lahir maupun batin
Guidance and counseling teachers of government senior high schools in Solok Regency did not elaborate on the program guidance and counseling in accordance with the types of services and areas of development without any elaboration time allocation, class of service to be provided, the material will be presented and didn’t have the weekly program of guidance and counseling
The population of the research is all of guidance and counseling teachers in government senior high schools in Solok Regency, totally 49 people with sampling techniques namely the sampling area of 32 people
Summary
Berdasarkan tabel hasil penelitian yang diperoleh bahwa Implementasi program bk dilihat dari kesesuaian materi dengan program Bimbingan dan Konseling dengan persentase 55,1%, sedangkan kesesuaian program dengan kebutuhan siswa 62,5% dan hambatan yang ditemui dengan persentase 35,3%. Pada beberapa item pernyataan terungkap bahwa 93,7% guru BK/Konselor tidak menyampaiakan hasil pengolahan AUM UMUM sesuai waktu yang direncanakan dalam program. Dari hasil penilitian dapat dilihat bahwa 37,5% guru BK/Konselor mengalami masalah dalam kesesuaian materi layanan dengan kebutuhan siswa. Dalam hal ini juga dapat dilihat bahwa 93,7% guru BK/Konselor tidak menggunakan pengolahan AUM Belajar dalam pelaksanaan layanan bimbingan dan konseling, sedangkan hasil AUM Belajar merupakan instrument bagi guru BK/Konselor untuk mengetahui kebutuhan siswa, menurut Mustazie (2012) unsur yang harus diperhatikan dan menjadi isi program bimbingan dan konseling meliputi: kebutuhan siswa, jumlah siswa yang di bimbing, kegiatan di dalam dan di luar jam sekolah, jenis bidang bimbingan dan jenis layanan, volume kegiatan Bimbingan dan Konseling dan frekwensi layanan terhadap siswa. Berdasarkan dari data temuan penelitian, ditemukan beberapa hambatan yang dialami oleh guru BK/Konselor di sekolah, antara lain sebagai berikut: a. Tidak memadainya instrumen untuk melaksanakan aplikasi instrumentasi (lembaran AUM UMUM, AUM Belajar), sehingga sebagian besar sekolah tidak mengetahui apa saja kebutuhan peserta didik dan tidak akuratnya program layanan yang di susun
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