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All Journal Harmoni Pendidikan: Jurnal Ilmu Pendidikan Jurnal Intelek Dan Cendikiawan Nusantara Journal of Social Humanities and Education: Scripta Humanika
Titi Sunarti
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Tugas dan Tanggung Jawab Personil Sekolah dalam Kegiatan BK Titi Sunarti; Anika Nuraeni; Alya Aprilia Aziza; Seli Kristiany; Rachel Alifa
Harmoni Pendidikan : Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2026): Harmoni Pendidikan : Jurnal Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/hardik.v3i1.2866

Abstract

Guidance and counseling is an essential service in the academic framework that aims to support the optimal development of students. The success of BK services does not only depend on the competence of guidance and counseling teachers, but also on the involvement and synergy of all school personnel. However, in practice, BK services are often understood as the individual responsibility of BK teachers, so that the roles of other school personnel have not been optimally integrated. This research seeks to delineate the duties and responsibilities of school personnel in guidance and counseling activities and to examine the patterns of collaboration that have been established in their implementation. This research utilizes a qualitative approach using a literature study method, with data sources in the form of accredited national journal articles and related scientific publications over the past five years. The data were evaluated by employing content analysis techniques to identify topics related to the roles of the principal, guidance counselors, homeroom teachers, subject teachers, and educational staff. Findings from this research indicate that the effectiveness of guidance and counseling services is greatly influenced by the clarity of the division of tasks, managerial support from the principal, and collaboration between school personnel. The findings also reveal a gap between the ideal concept of collaborative guidance and counseling services and their implementation in schools. The Scientific implications stress the vital role of strengthening coordination and integration of the roles of school personnel in developing more effective, systematic, and sustainable guidance and counseling services.
Peran Guru Bimbingan Dan Konseling Dalam Mengembangkan Karakter Peserta Didik Di Sekolah Dasar Nita Wardani; Nailah Nahdzah Jayan; Hildatul Uyun; Aura Sausan; Titi Sunarti
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 6 (2025): Desember 2025 - Januari 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Pendidikan memiliki peranan strategis dalam membentuk kualitas sumber daya manusia, tidak hanya dari aspek kognitif tetapi juga dari aspek nilai, moral, dan karakter. Sekolah dasar merupakan fase fundamental dalam pembentukan karakter peserta didik, sehingga diperlukan peran guru yang optimal dalam memberikan layanan bimbingan dan konseling. Penelitian ini bertujuan untuk mengkaji peran guru dalam pelaksanaan bimbingan dan konseling guna membentuk nilai moral dan karakter peserta didik di sekolah dasar. Metode yang digunakan adalah studi literatur dengan menelaah berbagai sumber ilmiah berupa buku, jurnal, dan regulasi yang berkaitan dengan topik bimbingan dan konseling serta pendidikan karakter. Hasil kajian menunjukkan bahwa layanan bimbingan dan konseling di sekolah dasar memiliki kontribusi signifikan dalam menanamkan nilai moral, membentuk perilaku positif, serta mencegah dan mengatasi perilaku menyimpang peserta didik. Meskipun belum terdapat guru bimbingan dan konseling secara khusus di sekolah dasar, peran tersebut dapat dijalankan oleh guru kelas melalui pembiasaan, keteladanan, pemberian nasihat, dan kolaborasi dengan orang tua serta pihak sekolah. Namun, pelaksanaan layanan bimbingan dan konseling masih menghadapi beberapa kendala, seperti keterbatasan sarana prasarana dan kurangnya pemahaman guru terhadap konsep bimbingan dan konseling. Oleh karena itu, diperlukan sinergi antar guru, sekolah, dan orang tua agar layanan bimbingan dan konseling dapat berjalan secara efektif dalam mendukung pembentukan nilai moral dan karakter peserta didik di sekolah dasar.
Implementasi Layanan Mediasi Konfrontatif Berbasis Reality Therapy dalam Menurunkan Kebutuhan Validasi Siswa Pelaku Perundungan di Sekolah Dasar Faren Aulia Meilani; Siti Fatimah; Nia Agustins; Titi Sunarti
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 6 (2025): Desember 2025 - Januari 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Perundungan di tingkat Sekolah Dasar sering kali muncul sebagai manifestasi dari kegagalan anak dalam memenuhi kebutuhan psikologis dasarnya secara positif. Penelitian ini bertujuan untuk mendeskripsikan dan menguji implementasi Layanan Mediasi Konfrontatif dengan teknik WDEP (Wants, Direction, Evaluation, Planning) dalam menurunkan ketergantungan pada validasi eksternal yang destruktif pada siswa pelaku perundungan di Sekolah Dasar. Menggunakan pendekatan kuasi-eksperimen dengan desain One-Group Pretest-Posttest, penelitian ini menyasar siswa kelas tinggi (fase C) yang teridentifikasi memiliki kecenderungan perilaku agresi demi mendapatkan pengakuan teman sebaya. Hasil kajian menunjukkan bahwa melalui dialog konfrontatif yang empatik dan terstruktur, siswa sekolah dasar mampu melakukan evaluasi diri terhadap perilakunya dan menyusun rencana tindakan yang lebih bertanggung jawab. Implementasi ini membuktikan bahwa pendekatan realitas dapat menjadi alternatif preventif sekaligus kuratif dalam menciptakan iklim sekolah dasar yang aman dan kondusif sesuai dengan target capaian perkembangan anak.
Pola Umum Bimbingan dan Konseling Perkembangan Berbasis Kelas bagi Mahasiswa PGSD Resti, Resti; Titi Sunarti; Zahra Fadla Amalia; Mutiara Citra Amalia; Faidah, Faidah
Jurnal Sosial Humaniora dan Pendidikan Vol 1 No 3 (2026): February: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/pn55c391

Abstract

Classroom-based developmental guidance and counseling has emerged as a strategic approach in elementary education, as students’ developmental support needs to be integrally embedded within daily instructional practices. Classroom teachers play a central role as facilitators of students’ academic, social, and emotional development; however, preservice elementary school teachers (PGSD students) often encounter limitations in their conceptual understanding and contextual application of guidance and counseling practices. This study aims to formulate a conceptual, integrative, and contextually relevant model of classroom-based developmental guidance and counseling to strengthen the professional competencies of PGSD students. The study employs a systematic comparative literature review with a qualitative-descriptive approach. Data were collected through a comprehensive review of scholarly literature retrieved from Google Scholar, ERIC, and SINTA databases, selected based on inclusion criteria encompassing the last ten years of publication, substantive relevance, and source credibility. Data analysis was conducted using thematic and comparative techniques to synthesize key concepts, principles, and models of developmental guidance and counseling. The findings indicate that a structured and preventive classroom-based developmental guidance and counseling model significantly enhances pedagogical competence, basic counseling skills, work readiness, and the development of professional and reflective dispositions among PGSD students in supporting the holistic development of learners.  
Co-Authors Alya Aprilia Aziza Anika Nuraeni Aura Sausan Faidah, Faidah Faren Aulia Meilani Hildatul Uyun Mutiara Citra Amalia Nailah Nahdzah Jayan Nia Agustins Nita Wardani Rachel Alifa Resti Resti Seli Kristiany SITI FATIMAH Zahra Fadla Amalia