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All Journal Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat
Syarifah Wahidah
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Education Social Sciences Other

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A Review of the Managerial Practices of Guidance and Counseling Services in Supporting Students’ Learning Autonomy in Junior High Schools under the Merdeka Curriculum (A Study at Public Junior High Schools in Bireuen Regency) Syarifah Wahidah; Neviyarni; Firman
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 2 (2025): June-September 2025
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i2.1304

Abstract

This study aims to examine the managerial practices of Guidance and Counseling services in supporting students' learning autonomy within the implementation of the Merdeka Curriculum. The Merdeka Curriculum emphasizes the holistic development of students’ competencies, including self-directed learning as a key component of the Pancasila Student Profile. In this context, guidance and counseling services play a strategic role, particularly in assisting students in identifying their potential, designing learning goals, and managing time and learning strategies independently. This research employed a qualitative case study approach, with data collected through interviews, observations, and document analysis involving counseling guidance teachers and students at a junior high school. The results reveal that well-planned, organized, and continuously evaluated Guidance and Counseling services contribute positively to students’ learning autonomy. However, challenges such as limited-service time and lack of managerial training for counseling guidance teachers remain. The findings recommend strengthening the managerial capacity of counseling guidance teachers to optimize service delivery in alignment with the goals of the Merdeka Curriculum.
Developing Effective Cross-Cultural Counseling Practices for Counselors Working Outside Their Home Regions: A Study on Non-Local Counseling Teachers in Bireuen Syarifah Wahidah; Yeni Karneli; Ifdil; Netrawati
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 2 (2025): June-September 2025
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i2.1305

Abstract

School guidance and counseling services require sensitivity to the cultural context, especially in areas with strong local values such as Bireuen District, Aceh. Non-local counseling teachers often experience difficulties due to differences in language, values, and perceptions of counseling, which have an impact on the effectiveness of services. This study aims to explore the culturally responsive counseling practices of non-local counseling teachers, the adaptation strategies used, and the challenges they face. This research is a qualitative study with a phenomenological approach. The participants were six non-local counseling teachers from outside Aceh Province who have been assigned to public schools (Junior/Senior High School) in Bireuen District for at least one year. Data were collected through in-depth interviews, non-participatory observations, and documentation studies. Data analysis was conducted using a thematic approach based on Braun & Clarke's model, supported by triangulation, member checking, and audit trail techniques to maintain data validity. The findings revealed four main themes: cultural challenges in counseling, cultural adaptation strategies, culturally responsive counseling practices, and cross-role collaboration. The counseling teachers used religious approaches, local value-based communication, as well as establishing social relationships to encourage student acceptance. Counseling grounded in cultural sensitivity is particularly important in areas with robust cultural identities. It is important to provide counselors with multicultural competency training and educational policies that support their work across cultures.
Co-Authors Firman Ifdil Netrawati, Netrawati Neviyarni Yeni Karneli