Model Evaluasi Program Bimbingan dan Konseling Komprehensif di Sekolah Menengah Pertama - Nugraha, Ariadi; Suwarjo, Suwarjo (Jurnal Bimbingan Konseling, 2016)
Penelitian ini bertujuan untuk: (1) mendeskrisikan dan manganalisis pelaksanaan evaluasi program bimbingan dan konseling, (2) mendiskripsikan model evaluasi program bimbingan dan konseling, dan (3) mengembangkan model evaluasi program bimbingan dan konseling komprehensif yang layak digunakan. Desain penelitian Research and Development (R&D) diaplikasikan dengan langkah penelitian sebagai berikut: (1) tahap studi pendahuluan, (2) tahap pengembangan, (3) tahap validasi. Hasil penelitian studi pendahuluan mencakup: (1) evaluasi program masih berfokus pada pelaksanaan layanan BK, (2) model yang digunakan di SMP Negeri 1 Sleman yatu evaluasi pelaksanaan meliputi laiseg, laijapen, dan laijapan, serta (3) model evaluasi program bimbingan dan konseling komprehensif terdiri dari  yaitu (a) misi, (b) elemen, (c) analisa, (d) dukungan pihak sekolah, (e) hasil, (f) mendidik. Hasil uji pakar terhadap Model Evaluasi Program Bimbingan Konseling Komprehensif bahwa model dalam kategori baik, sedangkan hasil validasi praktisi juga menempatkan model ini dalam kategori baik. Berdasarkan hasil tersebut, maka Model Evaluasi Program Bimbingan Konseling Komprehensif yang dihasilkan dari penelitian ini layak untuk diimplementasikan di SMP Negeri 1 Sleman.   This study was intended to (1) describe and analyze the implementation of guidance and counseling program evaluation, (2) describe the model of program evaluation of guidance and counseling, and (3) develop the model of evaluation of comprehensive guidance and counseling program. The Research and Development (R&D) methods was implemented in three steps as follows: (1) a preliminary study, (2) developing the evaluation model, (3) validating the evaluation model. The results of preliminary study showed that: (1) the program evaluation was still focus on the implementation of guidance and counseling services, (2) the evaluation model which was used in SMP N 1 Sleman consisted of, immediate, short and long term program evaluation, and (3) comprehensive evaluation model was consisted of (a) mission (b) element (c) analysis (d) stakeholders (e) result and (f) educate. The results of expert and practitioner validation showed that the evaluation model which was developed at present study was classified at good level. Those finding indicated that the model of evaluation of comprehensive guidance and counseling program is appropriated to be implemented at SMP N 1 Sleman.