PROCEEDING OF SHEPO 2020
(International Conference On Social Sciences & Humanity, Economics, And Politics) 306
THE ROLE OF BK TEACHERS IN IMPLEMENTING SERVICES FOR GUIDANCE AND COUNSELING TO CHILDREN WITH SPECIAL NEEDS
AT JUNIOR HIGH SCHOOL STATE 10 BANJARMASIN
Rismara
Universitas Islam Kalimantan (UNISKA) Muhammad Arsyad Al-Banjari
[email protected]/
No.HP: 089690870764 Rohimah
Universitas Islam Kalimantan (UNISKA) Muhammad Arsyad Al-Banjari
[email protected]/
No.HP: 089690870764
Farial
Universitas Islam Kalimantan (UNISKA) Muhammad Arsyad Al-Banjari
[email protected]/
No.HP: 089690870764 Aminah
Universitas Islam Kalimantan (UNISKA) Muhammad Arsyad Al-Banjari
[email protected]/
No.HP: 089690870764
ABSTRACT
Guidance and counseling services are one of the activities that play an important role in the learning process at school, this service is not only needed by normal children with problems, but children with special needs also need this service to help them in the process of developing their independence while in the school environment or Public.
This study aims to determine how the role of guidance and counseling teachers in implementing guidance and counseling services for children with special needs at SMPN 10 Banjarmasin.
This research use descriptive qualitative approach. The subject of this research is the counseling teacher at SMPN 10 Banjarmasin. While the object in this study is how the role of counseling teachers in implementing guidance and counseling services for children with special needs at SMPN 10 Banjarmasin.
The results of this study illustrate the role of counseling teachers in providing guidance and counseling services at
SMPN 10Banjarmasin as they should be, even though the implementation of these services is not specifically provided to these children in the sense that when the service implemented for children with special needs with normal children it is still combined in one. The same class Even though it would be better if the implementation of the service was differentiated between children with special needs and normal children in general.
From the results of this study it can be concluded that there are several factors that affect the implementation of guidance and counseling services for children with special needs at SMPN 10 Banjarmasin. Hopefully in the future the guidance and counseling services for children with special needs at this school can continue to be developed, such as special activities for children with special needs that are differentiated from other normal children so that the objectives of these activities can be conveyed optimally.
Keywords: Counseling Guidance, Children with Special Needs
PRELIMINARY
Children with special needs are children who educationally require specific services and are different from children in general. Children with special needs have what is called a barrier to learning and development.
Therefore they need educational services that are in accordance with the learning barriers and developmental barriers experienced by each child (Kustawan, 2O13: 17).
Based on the facts, currently children with special limitations or ABK are usually separated from normal children in public schools, be it Elementary School (SD), Junior High School (SMP), or Senior High School (SMA).
This triggers their development to be less than optimal, especially in terms of socializing because they only meet
students who have limitations too, even though they also have the potential to develop like other normal students.
Regarding this, as a form of government effort in providing equitable education to children with special needs, an education system was formed that provides opportunities for all students who have disabilities and have the potential for intelligence and / or special talents to participate in education or learning in one. The educational environment together with students in general is called inclusive education. that inclusive education is an education system that provides opportunities for all students without exception for those with special needs, to go to school in the same place as normal children in general by providing educational programs that are appropriate and in accordance with the abilities of students. With this
PROCEEDING OF SHEPO 2020
(International Conference On Social Sciences & Humanity, Economics, And Politics) 307
problem, the ministry of education and culture in Indonesia is striving to make inclusive schools more developed, given the number of children with special needs in Indonesia reaching 1.6 million children and the limited number of special schools (SLB). In 2017, out of 514 districts / cities throughout the country, there were still 62 districts / cities that did not have special schools (SLB), and of the 1.6 million children with special needs in Indonesia, only 18 percent had received education services, around 115 Thousands of children are already attending special schools (SLB) and around 299 thousand children are already attending regular schools that implement inclusive education services. In Banjarmasin itself, there are about 3O more schools designated to implement inclusive education services for students with special needs, and one of them is Junior high school state 10 Banjarmasin. On this occasion the researcher is interested in conducting research at one of the schools that provide inclusive education services in the city of Banjarmasin, namely Junior high school state 10 Banjarmasin, this school is one of three junior high schools in Banjarmasin that has been given a decree (SK) by the Education Office to implement Two of the inclusive education services are junior high school state 14 Banjarmasin and then there is junior high school state 23 Banjarmasin. At Junior high school state 10 Banjarmasin, there are 3 BK teachers, 2 of whom are Civil Servants (PNS) and one is an honorary staff. As for the number of Special Assistance Teachers (GPK), there are around 6 people, one special assistant teacher assists 2-3 children with special needs, the task of this special companion teacher is to provide guidance through mentoring in class related to the subject area (cognitive), social development guidance. and children's emotional, language and communication, skills and independence in accordance with the abilities of children with special needs, as well as a shadow teacher to assist learning and liaison to subject teachers. For the number of children with special needs in this school there are around 18 people, this number is a combination of classes VII, VIII, and IX with different types of disabilities including mild mental retardation (intellectual / academic disorders) with a total of 7 children, mild autism with number of 1 child, slow learners (slow learner) with 9 children, and hyperactive (Attention Deficit Hiperactivity Disorder) with the number of 1 child. In this study I, as a researcher, will conduct research on how the process of implementing guidance and counseling services carried out by BK teachers for children with special needs at the school. And based on the problems described above, the researchers are interested in raising the research with the title "The role of counseling teachers in implementing guidance and counseling services for children with special needs in Junior high school state 10 Banjarmasin".
METHOD
This study uses a qualitative descriptive research approach, where this research will describe the object of research based on the facts that occur as they are. This approach is expected to be able to produce an in-depth
description of speech, writing, and observable behavior of an individual, group, community, organization, file of a particular context setting that is studied from a complete, comprehensive and holistic point of view (Sari, 2018: 12).
While the research design used is a case study research design, in the sense that the research is only focused on one phenomenon that is selected and wants to be understood in depth, ignoring other phenomena. One such phenomenon can be a school leader or education leader, a group of students, a program, a process, a policy implementation, or a concept. This research is also more focused on the process, implementation, roles and efforts made by counseling guidance teachers in providing counseling guidance services to children with special needs at Junior high school state 10 Banjarmasin.
RESULTS AND DISCUSSION
In general, the existence of guidance and counseling teachers at Junior high school state 10 Banjarmasin is as a supervisor who is able to provide direction to students. Through guidance and counseling services, guidance and counseling teachers can provide guidance, services and direction to students so that they are able to be independent and develop their potential. The presence of BK teachers is very much needed in the school environment, not only to guide students but also to help students with problems so that they are able to solve their problems on their own terms based on the directions given by the BK teachers. The duty of BK teachers in schools that provide inclusive education is not only guiding normal students with problems, but BK teachers are also required to be able to provide guidance to students who have special needs, because as we know every individual must have problems in his life, including children who have needs special. Children with special needs have various problems, starting from their personal, social, learning and career problems, but not everyone is able to understand this situation, with the presence of BK teachers in schools that provide inclusive education, it is hoped that they will be able to help children with special needs in overcoming these problems by how to provide them with guidance and counseling services that they would not get if they went to special schools (SLB) at junior high school state 10 Banjarmasin, which is one of the schools that provide inclusive education, the presence of BK teachers is enough to help children with special needs in participating in all activities at school as seen from the results of interviews conducted by researchers with special companion teachers and subject teachers who state that the role of BK teachers This school is already running according to the abilities possessed by the counseling teacher in dealing with children with special needs, because the counseling teacher understands the psychological side of children with special needs better than subject teachers and special companion teachers. In this section, the researcher will discuss the data from the research results that the researcher obtained through interview techniques, observation and documentation of BK teachers, special companion teachers and subject teachers at Junior high school state 10
PROCEEDING OF SHEPO 2020
(International Conference On Social Sciences & Humanity, Economics, And Politics) 308
Banjarmasin. The data obtained will be presented in the form of descriptions and explanations, the presentation of this data is related to the formulation of problems that the researchers have previously made, namely regarding the role of the guidance and counseling teachers in carrying out guidance and counseling services for children with special needs at Junior high school state 10 Banjarmasin.
1. Children with Special Needs at Junior high school state 10 Banjarmasin
Children with special needs in this school consist of 18 students, this number consists of a combination of classes VII, VIII, and IX. In class VII there are 4 students with special needs with mild mental disabilities and slow learning, while in class VIII there are 7 students with special needs with hyperactive disabilities, mild mental retardation and slow learning, and the last in class IX there are 7 students with autistic disabilities, slow learning.
learning and mild mental retardation.
2. The role of counseling teachers in implementing guidance and counseling services for children with special needs at Junior high school state 10 Banjarmasin
Based on the interviews the researchers conducted with each of the BK teachers, special companion teachers and subject teachers at Junior high school state 10 Banjarmasin. The role of the guidance and counseling teacher for children with special needs in this school has been running properly and according to the abilities possessed by the counseling teacher, the counseling teacher understands more about children's psychology and knows how to deal with children with problems, not only in normal children but also children with special needs in this school. In general, guidance and counseling teachers help children with special needs to be able to carry themselves independently in participating in learning activities at school, guidance and counseling teachers also act as intermediaries if there are problems or disputes between normal children and children with special needs, counseling teachers help explore the potentials possessed by children with special needs. specifically, counseling teachers help children with special needs in a good way to socialize to their friends, teachers and counselors help channel their talents by including them in competitions and competitions both at school and outside of school, BK teachers help in sheltering special companion teachers , BK teachers as coordinators of children with special needs and BK teachers also provide services and guidance according to their needs by assessing children with special needs assisted by special companion teachers.
3. Factors Affecting the Implementation of Guidance and Counseling Services for Children with Special Needs at Junior high school state 10 Banjarmasin
In implementing guidance and counseling services for children with special needs at Junior high school state 10 Banjarmasin, there are several factors that affect the implementation of this activity, including:
1. Teacher Guidance and counseling Based on the interview conducted by the researcher with Ms.
Herlina Agustini, S.Pd, as a counseling teacher at Junior high school state 10 Banjarmasin, she said that whether or not the implementation of the services provided is good or not is influenced by several factors, one of which is the BK teacher at the school itself. The better the abilities of the teacher, the better the services that will be provided. With this statement it can be concluded that one of the factors that influence the implementation of guidance and counseling services at Junior high school state 10 Banjarmasin is the BK teachers at the school itself, it is hoped that with the experiences possessed by BK teachers at this school it can have a good influence in the implementation of guidance and counseling services towards children with special needs at Junior high school state 10 Banjarmasin in order to be able to show quality in their implementation.
2. Time of Service As we know that BK teachers have very little time available to carry out guidance and counseling services, there are even counseling teachers who do not have a schedule at all to enter the classroom and carry out guidance and counseling services. Likewise in Junior high school state 10 Banjarmasin, BK teachers only have a schedule to enter class once a week with 6O minutes in one meeting, this triggers the inadequate service provision provided by BK teachers, especially for providing guidance and counseling services to children with special needs separately. with a normal child this would be really difficult to do.
3. Student Personality The personality of a student at school is different, no different from children with special needs. Children with special needs with personalities that are difficult to control will affect the implementation of guidance and counseling services, at Junior high school state 10 Banjarmasin itself there are some children with special needs who are difficult to provide guidance, such as children with special needs who have difficulty controlling themselves and emotions can affect the process of service implementation guidance and counseling, not only that children with special needs who have these
PROCEEDING OF SHEPO 2020
(International Conference On Social Sciences & Humanity, Economics, And Politics) 309
difficulties can also affect the learning process.
Therefore, the role of all schools, especially counseling teachers, is needed to be able to guide children with special needs to be able to develop independently and optimally so that their educational goals can be achieved.
4. Facilities and InfrastructureBased on the results of interviews and observations conducted by researchers, besides the several factors above, there are further factors that can affect the implementation of guidance and counseling services at Junior high school state 10 Banjarmasin, namely BK facilities and infrastructure at the school. The facilities and infrastructure used at this school are quite adequate, in terms of data collection tools this school uses sociometric tools, who am i tests, who are they tests, check lists of problems and home visits. Meanwhile, the data storage tools used are in the form of a student's personal book (cumulative record), counseling cards, a list of cases and a notice board.
The infrastructure at Junior high school state 10 Banjarmasin is in the form of a guidance and counseling room, which includes a desk and chair for counseling teachers, a living and consultation room, a cupboard and several books related to guidance and counseling. However, this room is not ideal enough, because in the room there is no privacy for consulting activities, this room is combined with the counseling teacher room, living room and there are no dividers between each room, this will cause inconvenience when students carry out consultations to the counseling teacher.
CLOSING
Based on the results of research and research discussion regarding the role of counseling teachers in implementing guidance and counseling services for children with special needs at Junior high school state 10 Banjarmasin above, the researchers can draw the following conclusions:
1. Children with special needs at Junior high school state 10 Banjarmasin Children with special needs in this school consist of 18 students, this number consists of a combination of classes VII, VIII, and IX. In class VII there are 4 students with special needs with mild mental disabilities and slow learning, while in class VIII there are 7 students with special needs with hyperactive disabilities, mild mental retardation and slow learning, and the last in class IX there are 7 students with autistic disabilities, slow learning, learning and mild mental retardation.
2. The role of guidance and counseling teachers in the implementation of guidance and counseling services for children with special needs at Junior high school state 10 Banjarmasin In general, the role of guidance and counseling teachers in the implementation of guidance and counseling services for children with special needs at Junior high school state 10
Banjarmasin has been running as it should and is adjusted to the abilities possessed by the counseling teachers at the school, BK teachers play a role in helping resolve conflicts that usually occur among children with special needs. with normal children, guidance and counseling teachers help explore the potentials of children with special needs, counseling teachers help children with special needs in a good way to socialize to friends around them, counseling teachers help in developing the talents of children with special needs, counseling teachers help in sheltering Special assistant teachers, BK teachers as coordinators for children with special needs and BK teachers also provide services and guidance according to their needs.
3. Factors that influence the implementation of guidance and counseling services for children with special needs at Junior high school state 10 Banjarmasin Several factors influence the implementation of guidance and counseling services for children with special needs at Junior high school state 10 Banjarmasin, including the BK teachers owned by the school itself, seen from the experiences of BK teachers at this school, it is sufficient to support the implementation of guidance and counseling services for children with special needs. . Then the factor of service implementation time, lack of time for the implementation of guidance and counseling services at this school made the implementation of activities less optimal, especially for children with special needs. The next factor is the personality of the students being guided, based on the interviews the researchers conducted with the counseling teachers and special companion teachers, it was stated that children with special needs who have obstacles in communicating and difficult to control their behavior and emotions will be more difficult for guidance. And the last factor is the facilities and infrastructure owned by the BK teachers, based on the statement of the BK teachers at this school the infrastructure that needs to be repaired and developed is the BK room that is owned because this BK room is still far from ideal, the BK room does not have special privacy between rooms guest, counseling teacher room, as well as a room for consultation.
REFERENCE
[1] Agustriyana, N. A. & Nisa, A. T. (2O17).
Perbedaan Keterampilan Sosial Siswa Berkebutuhan Khusus dan Tidak Berkebutuhan Khusus (Siswa Normal) di Sekolah Inklusi.
Jurnal Bimbingan dankonseling Ar-Rahman, 3 (1), 12-16.
[2] Awwad, M. (2O15). Urgensi Layanan Bimbingan dankonseling Bagi Anak Berkebutuhan Khusus.
Jurnal Al-Tazkiah, 7 (1), 46-64.
[3] Badiah, L. I. (2O17). Urgensi Bimbingan dan Konselinf Bagi Anak Berkebutuhan Khusus
PROCEEDING OF SHEPO 2020
(International Conference On Social Sciences & Humanity, Economics, And Politics) 310
(ABK) di Sekolah Inklusi. Prosiding Seminar Nasional, 123-131.
[4] Dwinita, D. (2O12). Pelaksanaan Bimbingan Konseling Anak Berkebutuhan Khusus di SMKN 4 Padang. Jurnal Ilmiah Pendidikan Khusus, 1 (3), 143-153.
[5] Kamaluddin, H. (2O11). Bimbingan dankonseling Sekolah. Jurnal Pendidikan dan Kebudayaan, 17 (4), 447-454.
[6] Khoirunnisa, L. U. (2O18). Bimbingan dankonseling Dengan Teknik Multikultural Terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi. Jurnal Mitra Pendidikan, 2 (5), 456-468.
[7] Kustawan, D. (2O13). Bimbingan dankonseling Anak Berkebutuhan Khusus. Jakarta: PT Luxima Metro Media.
[8] Lattu, D. (2O18). Peran Guru Bimbingan dankonseling pada Sekolah Penyelenggara Pendidikan Inklusi. Jurnal Bimbingan dankonseling Terapan, 2 (1), 61-67.
[9] Mahdi. (2O17). Peran Guru Bimbingan dankonseling dalam Meningkatkan Kesuksesan Belajar Siswa di SMA Negeri 1 Depok Sleman Yogyakarta. Jurnal Edukasi. 3 (1), 1-15.
[10] Moleong, L. J. (2O10). Metodelogi Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya [11] Purwaningrum, S. & Pamungkas, B. (2O18).
Pengembangan Model Konseling Kelompok
dengan Pendekatan Rational EmotiveBehavior Therapy (REBT) untuk Mengurangi Perilaku Bullying Pada Siswa ABK di Sekolah Dasar Inklusif. Jurnal Bimbingan dankonseling Ar- Rahman, 4 (1), 35-39.
[12] Putra, A. R. B. (2O15). Peran Guru Bimbingan dankonseling Dalam Mengatasi Kecenderungan Perilaku Agresif Peserta Didik di SMKN 2 Palangka Raya Tahun Pelajaran 2O14/2O15.
Jurnal Konseling Gusjigang, 1 (2), 1-7.
[13] Rafikayati, A., Badiah, L. I., & Soedarmadji, B.
(2O18). Pengaruh Implementasi Layanan Bimbingan Pribadi Sosial Terhadap Penyesuaian Diri Anak Berkebutuhan Khusus (ABK) di Sekolah Inklusif SMAN 10 Surabaya. Jurnal FKIP Unipa Surabaya, 16(26), 151-157.
[14] Sari, N. (2O16). Pola Pelaksanaan Bimbingan dankonseling Untuk Mengoptimalkan Kemampuan Anak Autis di Sekolah Dasar.
Jurnal Bimbingan dankonseling Indonesia, 1 (2), 31-35.
[15] Supiartina & Khaldun, R. (2O18). Pendekatan Layanan Bimbingan dankonseling Anak Berkebutuhan Khusus. Jurnal Al-Tazkiah, 7 (1), 76-9O.
[16] Yuwono, I. & Utomo. (2O15). Pendidikan Inklusif Paradigma Pendidikan Ramah Anak.
Banjarmasin: Pustaka Banua.
