IMPLEMENTASI KONSELING TERPADU (BEHAVIORISTIK–HUMANISTIK) DALAM MENINGKATKAN MOTIVASI MEMBACA SISWA SLOW LEARNER

Nina Apriyouastuty (Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia)
Suparno (Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia)

ACADEMIA: Jurnal Inovasi Riset Akademik
Vol. 6 No. 3 (2026)

Low reading motivation remains one of the major challenges experienced by slow learner students, requiring counseling services that address both their academic needs and psychological development. One promising approach is integrated counseling that combines behavioral and humanistic approaches to foster positive reading behaviors while enhancing students' self-awareness and self-confidence. This study aimed to describe the implementation of integrated counseling based on behavioral and humanistic approaches to improve the reading motivation of a slow learner student at SMP Negeri 1 Rantau Pulung. The study employed a qualitative approach using a case study design. The research subject was one slow learner student with low reading motivation, while supporting informants included the school counselor, homeroom teacher, Indonesian language teacher, and the student's parent. Data were collected through classroom observations, in-depth interviews, and documentation and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. Trustworthiness was ensured through triangulation, member checking, prolonged engagement, peer debriefing, and the criteria of transferability, dependability, and confirmability. The findings showed that the integrated counseling program was implemented through the stages of problem identification, planning, implementation, evaluation, and follow-up by integrating behavioral and humanistic approaches. The implementation of the counseling program was associated with positive changes in the student's reading motivation, reflected in increased interest in reading, persistence in completing reading tasks, self-confidence, independent reading habits, and consistent reading behavior. The findings suggest that integrated behavioral–humanistic counseling provides a positive contribution to supporting the improvement of reading motivation among slow learner students and may serve as an alternative counseling service in schools. ABSTRAK Motivasi membaca yang rendah masih menjadi salah satu permasalahan yang sering dialami siswa slow learner, sehingga memerlukan layanan bimbingan dan konseling yang mampu mengakomodasi kebutuhan akademik sekaligus aspek psikologis siswa. Salah satu pendekatan yang dapat diterapkan adalah konseling terpadu yang mengintegrasikan pendekatan behavioristik dan humanistik untuk membantu membangun perilaku membaca yang positif serta meningkatkan kesadaran dan kepercayaan diri siswa. Penelitian ini bertujuan mendeskripsikan implementasi konseling terpadu (behavioristik–humanistik) dalam meningkatkan motivasi membaca siswa slow learner di SMP Negeri 1 Rantau Pulung. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian adalah satu siswa slow learner yang memiliki motivasi membaca rendah, sedangkan informan pendukung meliputi guru Bimbingan dan Konseling, wali kelas, guru Bahasa Indonesia, dan orang tua. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña melalui reduksi data, penyajian data, serta penarikan kesimpulan. Keabsahan data dijaga melalui triangulasi, member check, ketekunan pengamatan, peer debriefing, serta uji transferabilitas, dependabilitas, dan konfirmabilitas. Hasil penelitian menunjukkan bahwa implementasi konseling terpadu dilaksanakan melalui tahapan identifikasi masalah, perencanaan, pelaksanaan, evaluasi, dan tindak lanjut dengan mengintegrasikan pendekatan behavioristik dan humanistik. Penerapan layanan tersebut menunjukkan perubahan positif pada motivasi membaca siswa yang ditandai dengan meningkatnya ketertarikan membaca, ketekunan dalam menyelesaikan bacaan, kepercayaan diri, kemandirian, serta konsistensi perilaku membaca. Temuan penelitian menunjukkan bahwa penerapan konseling terpadu (behavioristik–humanistik) memberikan kontribusi positif dalam mendukung peningkatan motivasi membaca siswa slow learner serta dapat menjadi salah satu alternatif layanan Bimbingan dan Konseling di sekolah.