Catrisna Syattwa, Bagus Sajiwo (2026) ANALISIS PERANAN BIMBINGAN DAN KONSELING DALAM MENANGANI KEDISPLINAN DIRI SISWA PADA KELAS VIII SMPN 01 KOTA AGUNG TIMUR. FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN, UNIVERSITAS LAMPUNG.
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Abstract
Penelitian ini bertujuan mengkaji peran dan langkah-langkah guru Bimbingan dan Konseling (BK) dalam mengatasi rendahnya kedisiplinan siswa kelas VIII SMPN 01 Kota Agung Timur. Pelanggaran tata tertib yang kerap ditemukan, seperti keterlambatan, membolos, ketidaklengkapan atribut seragam, dan ketidakpatuhan terhadap peraturan sekolah, menjadi latar belakang dilaksanakannya penelitian ini. Penelitian menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui observasi, wawancara semi terstruktur, dan dokumentasi. Subjek penelitian meliputi guru BK, koordinator BK, wakil kepala kesiswaan, wali kelas, dan sejumlah siswa kelas VIII yang dipilih berdasarkan rekomendasi guru BK. Keabsahan data diuji melalui triangulasi sumber dan teknik, diperkuat dengan kriteria dependibilitas dan konfirmabilitas. Analisis data mengacu pada model Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa tindakan guru BK mencakup dua dimensi pendekatan. Pertama, pendekatan preventif melalui layanan klasikal bertema kedisiplinan, rutinitas salam pagi, dan inspeksi mendadak atribut seragam. Kedua, pendekatan kuratif melalui bimbingan kelompok, konseling individual, dan pelibatan orang tua. Peran guru BK dijalankan secara kolaboratif bersama guru mata pelajaran dan wali kelas. Namun pelaksanaannya terhambat oleh persepsi negatif siswa yang memandang guru BK sebagai figur penghukum, sehingga mengurangi keterbukaan mereka. Disimpulkan bahwa: (1) upaya guru BK dilaksanakan secara preventif melalui layanan klasikal, salam pagi, dan sidak, serta secara kuratif melalui bimbingan kelompok, konseling individual, dan keterlibatan orang tua; (2) peran guru BK bersifat humanis dan kolaboratif, memadukan ketegasan dengan pendekatan persuasif sehingga guru BK menjadi figur yang disegani sekaligus dipercaya siswa, meski masih terkendala stigma negatif dan keterbatasan waktu layanan. Kata Kunci: Peranan Guru Bimbingan dan Konseling, Kedisiplinan Siswa, Upaya Preventif, Upaya Kuratif This study aims to examine the role and strategies of Guidance and Counseling (GC) teachers in addressing self-discipline problems among Grade VIII students at SMPN 01 Kota Agung Timur. Disciplinary violations frequently observed within the school, including tardiness, truancy, incomplete uniforms, and non-compliance with institutional regulations, constitute the primary background of this research. This study adopted a qualitative descriptive design. Data were collected through observation, semi-structured interviews, and documentation. Research subjects included GC teachers, the GC coordinator, the student affairs deputy principal, homeroom teachers, and Grade VIII students selected based on GC teacher recommendations. Data validity was established through source and technique triangulation, reinforced by dependability and confirmability criteria. Data analysis followed the Miles and Huberman model, covering data reduction, data display, and conclusion drawing. Findings reveal that GC teacher interventions operate across two dimensions. The first is the preventive dimension, realized through discipline-themed classroom guidance, daily morning greeting routines, and unannounced uniform inspections. The second is the curative dimension, carried out through group counseling, individual counseling, and parental involvement in case handling. The GC teacher's role was implemented collaboratively alongside subject teachers and homeroom teachers. However, execution remains constrained by students' negative perception of the GC teacher as a punitive figure, reducing their openness to seek guidance. It is concluded that: (1) GC teacher efforts are implemented preventively through classroom services, morning greetings, and surprise inspections, and curatively through group counseling, individual counseling, and parental involvement; (2) the GC teacher's role is humanistic and collaborative, integrating firmness with persuasive engagement, positioning the GC teacher as both a respected and trusted figure, despite challenges of negative stigma and limited service time. Keywords: Role of Guidance and Counseling Teachers, Student Discipline, Preventive Efforts, Curative Efforts
| Item Type: | Other |
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| Subjects: | ?? 373 ?? ?? 379 ?? |
| Divisions: | FKIP > Prodi Bimbingan dan Konseling |
| Depositing User: | 2605199742 Sajiwo Catrisna |
| Date Deposited: | 18 Jun 2026 04:27 |
| Last Modified: | 18 Jun 2026 04:27 |
| URI: | http://digilib.unila.ac.id/id/eprint/100758 |
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