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All Journal GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan
Azkiyah, Nurul
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Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Guidance and Counseling Programs That Can Be Implemented to Improve Student Work Readiness Setiawati, Setiawati; Azkiyah, Nurul; Budiamin, Amin
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 11, No 3 (2021)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v11i3.5138

Abstract

Sixth-semester students are 19-22 years old to be declared as early adult individuals. The tasks of early adult development include choosing a spouse/marriage partner and starting to work in a position. The sixth-semester student work readiness is still worried about the lack of knowledge and competence to support their future careers. This study aims to: 1) describe the level of student work readiness; and 2) describe guidance and counseling programs that can be implemented to improve student work readiness. This research was conducted on students of S-1 Guidance and Counseling students class of 2017 FIP UPI. This research is a descriptive quantitative research method with work readiness variables. The research sample consisted of 74 students with a sampling technique using a nonprobability sampling approach with a saturated sampling technique that did not allow every member of the population not to be selected as a sample. The reliability test result is 0.76, which means it has reliability in the reliable category. The results showed: (1) readiness for the work of S-1 Guidance and Counseling students class of 2017 FIP UPI were in the very ready category as many as 13 students with a percentage of 17.57%, (2) ready category as many as 51 students with a percentage of 68.91%, and (3) there were ten students in the unprepared category with a percentage of 13.51% so that there are 61 students from 74 students who are in the ready and less ready categories.Keywords: early adult; work readiness; guidance and counselingMahasiswa semester enam berada pada rentang usia 19-22 tahun sehingga dapat dinyatakan sebagai individu dewasa awal. Tugas perkembangan dewasa awal meliputi memilih pasangan/pasangan nikah dan mulai bekerja dalam suatu posisi. Kesiapan kerja mahasiswa semester enam ini masih dicemaskan dengan minimnya pengetahuan dan kompetensi yang akan menunjang karir masa depan mereka. Penelitian ini bertujuan untuk: 1) mendeskripsikan tingkat kesiapan kerja siswa; dan 2) mendeskripsikan program bimbingan dan konseling yang dapat dilaksanakan untuk meningkatkan kesiapan kerja siswa. Penelitian ini dilakukan pada mahasiswa S-1 Bimbingan dan Konseling angkatan 2017 FIP UPI. Penelitian ini merupakan penelitian deskriptif kuantitatif dengan metode penelitian variabel kesiapan kerja. Sampel penelitian berjumlah 74 siswa dengan teknik pengambilan sampel menggunakan pendekatan nonprobability sampling dengan teknik sampling jenuh yang tidak memungkinkan setiap anggota populasi tidak dipilih sebagai sampel. Hasil uji reliabilitas sebesar 0,76 yang berarti reliabilitas dalam kategori reliabel. Hasil penelitian menunjukkan: (1) kesiapan kerja mahasiswa S-1 Bimbingan dan Konseling angkatan 2017 FIP UPI berada pada kategori sangat siap sebanyak 13 mahasiswa dengan prosentase 17,57%, (2) kategori siap sebanyak 51 siswa dengan persentase 68,91%, dan (3) terdapat 10 siswa dalam kategori tidak siap dengan persentase 13,51%. Sehingga terdapat 61 siswa dari 74 siswa yang berada pada kategori siap dan kurang siap.Kata kunci: dewasa awal; kesiapan kerja; bimbingan dan konseling
KARAKTER GURU DALAM IMPLEMENTASI MERDEKA BELAJAR DI MTS LABORATORIUM UIN SUMATERA UTARA Sayyidah, Nayyara Parsa; Azkiyah, Nurul; Khairani, Elma; Siregar, Hestiyani
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v5i2.5746

Abstract

This research investigates the implementation of teacher character within the Freedom to Learn (Independent Learning) concept, focusing on the perceptions of both teachers and students at MTs Laboratorium UIN Sumatera Utara. The teacher characteristics examined include responsibility, discipline, exemplary conduct, empathy, curriculum adaptability, and moral commitment, all deemed essential for successful teaching and learning processes. The Freedom to Learn concept aims to provide freedom in determining innovative and student-centered learning methods, yet its success fundamentally relies on the teacher's character and professionalism. This curriculum demands that teachers create a pleasant and participatory learning environment, with flexibility in assessment and the use of diverse learning resources. Challenges in implementing Freedom to Learn are identified, encompassing teacher human resource readiness, infrastructural limitations, and shifts in educational paradigms. Therefore, this study also identifies sustainable development strategies for teachers, with the aspiration that holistic teacher character development can optimize Freedom to Learn and foster students' full potential. ABSTRAKPenelitian ini mengkaji implementasi karakter guru dalam konsep Merdeka Belajar yang berfokus pada persepsi guru dan siswa di MTs Laboratorium UIN Sumatera Utara. Karakter guru yang diteliti meliputi tanggung jawab, kedisiplinan, keteladanan, empati, kemampuan adaptasi kurikulum dan komitmen moral yang esensial untuk keberhasilan proses belajar mengajar. Konsep Merdeka Belajar bertujuan memberikan kebebasan dalam menentukan metode pembelajaran yang inovatif dan berpusat pada peserta didik, namun keberhasilannya sangat bergantung pada karakter dan profesionalitas guru. Kurikulum ini menuntut guru menciptakan suasana belajar yang menyenangkan, partisipatif, serta fleksibilitas dalam penilaian dan penggunaan sumber belajar. Tantangan dalam implementasi Merdeka Belajar diidentifikasi mencakup kesiapan sumber daya manusia, guru, keterbatasan infrastruktur, dan perubahan paradigma. Oleh karena itu, penelitian ini juga mengidentifikasi strategi pengembangan berkelanjutan bagi guru, dengan harapan pengembangan karakter guru yang holistik dapat mendukung optimalisasi Merdeka Belajar dan pengembangan potensi peserta didik.
Co-Authors Khairani, Elma Sayyidah, Nayyara Parsa Setiawati Setiawati Siregar, Hestiyani