Kinerja Guru Bimbingan dan Konseling: Studi Kasus di SMAN 1 Kota Semarang (Jurnal Bimbingan Konseling, 2016)
Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kinerja Guru Bimbingan dan Konseling MAN 1 Kota Semarang dari merencanakan, melaksanakan, mengevaluasi dan hambatan (harapan dan upaya). Jenis metode penelitian ini menggunakan kualitatif dengan desain studi kasus. Hasil penelitian menunjukkan bahwa (1) Perencanaan, Guru Bimbingan dan Konseling MAN 1 Kota Semarang menyusun perencanaan program pada awal tahun ajaran baru meskipun struktur kurikulum di MAN 1 Kota Semarang Bimbingan dan Konseling tidak masuk kelas; (2) Pelaksanaan, hampir semua program yang direncanakan dilaksanakan, ada beberapa yang belum dapat berjalan dengan lancar karena tidak adanya jam masuk kelas, seperti memberikan layanan informasi secara klasikal kepada siswa. Guru Bimbingan dan Konseling melaksanakan kegiatan insidental karena lebih mengutamanakan keadaan yang di lapangan untuk membantu menangani siswa; (3) Evaluasi, ada beberapa program yang belum terlaksana karena tidak adanya jam masuk kelas. Tanggapan beberapa siswa terhadap Guru Bimbingan dan Konseling baik, perhatian, memotivasi, dan mendidik dan ada beberapa pandangan siswa yang masih belum berani menemui Guru Bimbingan dan Konseling. Ruangan Bimbingan dan Konseling nyaman dan menuju ideal. (4) Hambatan, harapannya semua hambatan dapat terselesaikan dengan baik. The purpose of this research was to describe and analyze the school counselors’ performance of MAN I Kota Semarang from planning, implementation, evaluation and obstacles (wishes and efforts). Qualitative method with case study desing was applied in present study. The results showed that (1) Planning, school counselor of MAN 1 Kota Semarang develop the school counselor program on early education year although school counseling of MAN 1 Kota Semarang did not have classical schedule. (2) Implementation, although most of the planned programs were implemented, there were some programs which was not be implemented because school counselor did not have any schedule for providing classical services, such as information service. School counselor focused on incidental activity for responding the students’ needs; (3) Evaluation, there were some programs that have not implemented yet because no time for the classical activity. Some students gave their evaluation to the school counselors that they are kind, attention, giving motivation, and Education, but some of the students were afraid to meet the school counselor. The office of school counseling was comfortable and relatively ideal. (4) Obstacles, it is hoped that all of the obstacles can be solved well.