<![CDATA[Keterbatasan kompetensi guru yang menjalankan fungsi Bimbingan dan Konseling (BK) tanpa latar belakang pendidikan BK dapat memengaruhi kualitas perencanaan, administrasi, dan pelaksanaan layanan di sekolah. Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat layanan BK melalui pendampingan administratif bagi guru non-BK di SMP Satu Atap 1 Jatinagara. Pelaksanaan kegiatan menggunakan pendekatan pendampingan partisipatif yang melibatkan guru yang menjalankan fungsi BK, kepala sekolah, dan peserta didik. Kegiatan dilaksanakan melalui enam tahap, yaitu identifikasi kondisi awal, pemetaan kebutuhan, perencanaan pendampingan, pelaksanaan pendampingan, penyusunan output, serta refleksi dan tindak lanjut. Data awal diperoleh melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Hasil identifikasi menunjukkan bahwa kebutuhan peserta didik mencakup bidang pribadi, sosial, belajar, dan perencanaan masa depan, sementara penyelenggaraan layanan BK masih didominasi layanan responsif dan belum didukung administrasi yang tersusun secara sistematis. Pendampingan dilakukan melalui diskusi kolaboratif, penguatan pemahaman mengenai layanan dasar, layanan responsif, perencanaan individual, dan dukungan sistem, serta praktik penyusunan perangkat administrasi. Kegiatan menghasilkan Rencana Pelaksanaan Layanan, format laporan konseling individual dan kelompok, catatan perkembangan peserta didik, serta kerangka perencanaan program BK. Hasil tersebut menunjukkan terbentuknya fondasi awal untuk penyelenggaraan layanan BK yang lebih terencana dan terdokumentasi. Namun, keberlanjutan program tetap memerlukan implementasi perangkat, pendampingan kompetensi secara berkelanjutan, dukungan manajemen sekolah, kolaborasi lintas fungsi, serta evaluasi berkala berbasis kebutuhan peserta didik. Strengthening Guidance and Counseling Services through Administrative Mentoring for Non-Guidance-and-Counseling Teachers at SMP Satu Atap 1 Jatinagara Limited competence among teachers who perform Guidance and Counseling (GC) functions without a formal educational background in guidance and counseling may affect the quality of service planning, administration, and implementation in schools. This community service program aimed to strengthen guidance and counseling services through administrative mentoring for non-GC teachers at SMP Satu Atap 1 Jatinagara. The program employed a participatory mentoring approach involving the teacher responsible for GC functions, the school principal, and students. The activities were implemented through six stages: initial condition identification, needs mapping, mentoring planning, mentoring implementation, output development, and reflection and follow-up. Initial data were collected through observation, semi-structured interviews, and documentation. The findings showed that students’ needs covered personal, social, learning, and future planning domains, while the existing GC services were still predominantly responsive and were not yet supported by systematically organized administrative procedures. The mentoring activities were conducted through collaborative discussions, reinforcement of understanding regarding basic services, responsive services, individual planning, and system support, as well as practical assistance in developing administrative tools. The program produced service implementation plans, individual and group counseling report formats, student development records, and a framework for GC program planning. These outcomes indicate the establishment of an initial foundation for more systematic, planned, and well-documented guidance and counseling services. However, program sustainability requires further implementation of the developed tools, continuous competency development, stronger school management support, cross-functional collaboration, and periodic evaluation based on students’ needs.]]>
