MODEL BIMBINGAN KELOMPOK BERBASIS NILAI-NILAI BUDAYA YOGYAKARTA (‘NIBUYO’) UNTUK MENINGKATKAN HUBUNGAN INTERPERSONAL (Universitas Negeri Semarang, 2015)
Penelitian ini bertujuan untuk: (1) mengetahui pelaksanaan bimbingan kelompok di SMP Muhammadiyah 2 Wates Kulon Progo, (2) menghasilkan model bimbingan kelompok berbasis NiBuYo untuk meningkatkan hubungan interpersonal, dan (3) mengetahui tingkat keefektifan model ini terhadap peningkatan hubungan interpersonal. Metode penelitian adalah Educational Research and Development dengan langkah-langkah: (1) studi pendahuluan, (2) pengembangan model, dan (3) model akhir. Validasi model dilakukan oleh dua validator ahli dan tiga validator praktisi. Hasil penelitian sebagai berikut. Pertama, pelaksanaan BKp di SMP Muhammadiyah 2 Wates menggunakan model standard. Kedua, model ini terdiri dari sembilan komponen, yaitu: (1) Rasional, (2) Pengertian, (3) Tujuan, (4) Visi dan Misi, (5) Isi BKp, (6) Peranan Guru BK, (7) Kualifikasi Guru BK, (8) Prosedur, dan (9) Evaluasi. Ketiga, model ini terbukti efektif meningkatkan hubungan interpersonal siswa. Disarankan: (1) pihak sekolah melengkapi sarana dan prasarana BKp, (2) semua stake-holders berperan-serta dalam BKp, (3) guru BK memanfaatkan hasil penelitian ini sebagai referensi dalam meningkatkan hubungan interpersonal para siswa. This study aimed to: (1) explore the group-guidance conducted at The Secondary School of Muhammadiyah 2 Wates Kulon Progo, (2) produce a model of group guidance based on the Yogyakarta values to improve the students’ interpersonal relationship, and (3) find the effectiveness of the model to improve the students’ interpersonal relationship. The method used was Educational Research and Development, with the following steps: (1) prelimenary study, (2) model development, and (3) final model. Validation was conducted by two experts and three practitioners. The research findings were as follows. First, group-guidance conducted at The Secondary School of Muhammadiyah 2 Wates Kulon Progo was a standard-model. Second, the model consisted of nine components, that is: (1) Rationale, (2) Definition, (3) Objective, (4) Vision and Mission, (5) Content, (6) Roles of Teacher-Counselors, (7) Qualifications of Teacher-Counselors, (8) Procedure, and (9) Evaluation. Third, the model was proven to improve effectively the students’ interpersonal relationship. It is suggested that: (1) the school fulfill tools and infrastructures needed by the group-guidance, (2) all stake-holders participate in group-guidance, (3) the teacher-counselors utilise these findings for the sake of improving students’ interpersonal relationship.