ENGINEERING IDEA REPORT

MK. PROFESI KEPENDIDIKAN

PRODI S1 PENDIDIKAN
BIOLOGI BILINGUAL

Skor Nilai :

NEW SOLUTIONS IN THE PROBLEM THAT ARE FACED BY TEACHING COUNSELING

TEACHERS

NAME OF REVIEWER : DINDA ANGGITA MAYSARAH

NIM : 4183141061

THE LECTURER : Prof. Dr. Ibnu Hajar Damanik,M.Si

COURSE : EDUCATION PROFESSION

BILINGUAL BIOLOGY EDUCATION

FACULTY OF MATHEMATICS AND NATURAL SCIENCE

THE STATE UNIVERSITY OF MEDAN

MAY,2019

0
 Abstract

The implementation of counseling is carried out as much as advice and is

carried out when problems occur by the teacher of guidance and counseling. This
study aims to determine the problems faced by BK teachers in providing guidance and
counseling services, as well as knowing the efforts faced by BK teachers in overcoming
problems in the guidance. To analyze this research, theories are used about the
definition of guidance and counseling, counselor skills, and the problems faced by
counseling teachers. The data obtained is the result of interviews with respondents
and informants, then described in narrative form. The data obtained is classified and
analyzed, then presented. This research produced findings, namely: first, the
problems faced by BK teachers in Providing Guidance and Counseling Services in
Medan MAN I arose because: guidance and counseling centered on surface issues only,
BK teachers were not able to develop their professionalism as school counselors, lack
of support from the system in the school, counselors often cannot establish good
relationships with students. Second, the efforts of BK teachers in dealing with the
problems of guidance and counseling in Medan MAN I have not been maximized. Even
though they don't get teaching hours for sure. A counselor can do many things.
Because the task of a counselor is not just to solve the problem. But it can also
develop the talents and potential of students. So basically a counselor must have an
initiative to have an important role, as important as guidance and counseling in the
world of education.

i
 Foreword

Praise the presence of God Almighty for all the blessings and grace that I have
been able to complete engineering tasks ideas entitled "NEW SOLUTIONS IN THE
PROBLEM THAT ARE FACED BY TEACHING COUNSELING TEACHERS" . I did not forget to
thank those who have helped and supported me to prepare this paper. I hope this
paper can be useful for many people and as a teaching material for me to make
better papers in the future and improve the form and content contained in it,
because of the limited knowledge I have, I believe there are still many mistakes in
writing this paper, therefore I really look forward to suggestions and constructive
criticism from readers to the perfection of this paper in the future.

Medan, May 15, 2019

 

Author              

ii
 Table of Contents

Abstract i
Foreword ii
Table of Contents iii
CHAPTER I INTRODUCTION 1

A. Rationalizing the issues / issues discussed in TRI 1

B. Purpose of TRI 1
C. Benefits of TRI 1

CHAPTER II IDENTIFICATION OF EDUCATION PROFESSIONAL PROBLEMS 2

A. General Issues for counseling teachers 2

B. Identification of problems according to the theme discussed 2

CHAPTER III SOLUTIONS AND DISCUSSION 4

A. Solutions and discussion of problems Assumption that the teacher

BK only plays a role in punishing students 4
B. Solutions and discussion of problems Low professionalism
school counselor 5
C. Solutions and discussion of problems Low BK teacher initiative
in developing the potential and talent of students 7
D. Solutions and discussion of problems Lack of understanding
deep in dealing with the problems faced byevery student 8

CHAPTER IV CLOSING 10

A. Conclusion 10
B. Recommendation 10

Biblbiography 11

iii
iv
 CHAPTER I
PRELIMINARY

A. Rationalizing the issues / issues discussed in TRI

Counseling guidance should have a primary function in the course of the
teaching and learning process, but so far the existence of counseling is still
considered as a supporter of education programs in schools. So the guidance
program does not run optimally at school. In addition, the implementation of
guidance is carried out as much as advice and is carried out only when problems
occur by the teacher of guidance and counseling. Therefore some problems /
issues arise in school guidance circles including: BK teachers have not been able to
develop their professionalism as school counselors and the counseling efforts of
teachers in dealing with the problems of guidance and counseling in Medan MAN I
have not been maximized. Even though they don't get teaching hours for sure. A
counselor can do many things. This paper is presented as a way out of the
problems faced by a teacher of guidance and counseling in the hope that your
professional in working on the assignment he is carrying out.
 
B. Objectives of TRI
1. To find out the problems faced by BK teachers in providing guidance and
counseling services.
2. To find out the efforts faced by BK teachers in overcoming problems in the
guidance.
3. To find out the right solution in dealing with problems when becoming a
teacher of guidance and counseling.
 
C. Benefits of TRI
1. Add scientific knowledge related to the professionalization of counseling
tutors.
2. Can find solutions to problems faced by counseling teachers and students.
3. As a reference for further research, if the research wants to be continued so
that it becomes more perfect.

1
 CHAPTER II

IDENTIFICATION OF EDUCATION PROFESSIONAL PROBLEMS

A. General problems for counseling teachers

According to the thesis written by Hidayat , 2017 that counseling issues include:
1. There are still many assumptions that BK teachers only play a role in
punishing students.
2. There is still a lot happening among BK teachers who have not been able to
develop their professionalism as school counselors.
3. The lack of BK teacher initiatives in helping develop the potential and
talent possessed by students.
4. The number of BK teachers is only centered on surface problems without
exploring the reasons why these problems can occur.
 
B. Identify problems according to the theme discussed:
1. The presumption that the counselor only plays a role in punishing
students.
Counseling and guidance programs are part of all school programs whose
activities are based on social aspects, psychological aspects, spiritual aspects,
and aspects of education in general. However, on several occasions sometimes
the counseling teacher could not deliver his guidance services like a counselor
accompanied by a lack of school supervision information in conveying the main
functions of a counselor so that this resulted in the emergence of negative
perspectives among students, they assumed people were problematic and who
had to be given only punishment can meet the counseling teacher (Hidayat
2017) .
 
2. Low professionalism of school counselors.
Teacher competency that is less or not maximally occupied by students
coupled with the low professional responsibility of work and problems that
occur or are felt by the personal tutor causes many counseling teachers who

2
work not in line with the main objectives of counseling, it causes the role of
counseling guidance does not run optimally and does not have a positive
impact on the growth and development of students (Susanti , 2016 ) .
 
3. Low BK teacher initiative in developing students' potential and talents.
Counseling functions include the function of understanding (
understanding the client and the problems he is facing), prevention functions
(preventing the occurrence of things that are not desirable and can harm the
client), alleviation functions (overcoming or solving problems faced by
students so that there are no more things that can hinder its development so
that students can develop optimally) and the functions of maintenance and
development (maintaining the potential that already exists in students to be
developed optimally in accordance with the interests of talent and ability)
(Nurihsan, 2009) . Sometimes a counselor forgets his function as a mentor, a
teacher who lacks initiative should be able to take advantage of situations and
conditions that occur in students or those that occur in the surrounding
environment so that he is able to optimally develop the potential and talents
that are in his students (Tohirin , 2011 ).
 
4. Lack of deep understanding in dealing with problems faced by each
student.
Counseling tutors should not side with certain parties in solving problems
experienced by their students because it can cause injustice and damage
psychological parties who are blamed, professional counselors should not only
glimpse in understanding the problems faced by their students, because it can
lead to misunderstanding in assessing students that, if there is a problem the
counselor must dig deep information related to the problems that occur in the
student's personal (Nurhasanah, 2014) .

3
 CHAPTER III

SOLUTIONS AND DISCUSSION

A. Solutions and discussion of problems The presumption that counseling is

only a role to punish students.
There are still many assumptions that the role of counselors in schools is as
school police who must maintain and maintain school discipline, discipline and
security. This assumption says " whoever among students violates the rules and
school discipline must deal with the counselor". It is not uncommon for school
counselors to be entrusted with the task of investigating fights or theft. The
counselor is tasked with finding guilty students and is authorized to take action for
the guilty students. Counselors are encouraged to look for evidence or try to make
students confess that they have done something that is out of place or insolent, or
harmful. For example the counselor is assigned to reveal that students admit that
he smoked marijuana and so on. In this connection the understanding of the
counselor as a spy who peers at all the movements of students in order to develop
rapidly.
In disregarding each BK service, the counselor always involves students as part
of providing services, meaning that students are made active in each provision of
guidance services so that each service provided will be more meaningful because
students participate as part of providing services, to be able to make things this is
realized should an ordinary counselor breed group dynamics in each service
provided and to foster the dynamics of the group the counselor must practice
frequently. If seen again the task of counseling is not only limited to advising, or
solving problems when problems occur, because basically the function of guidance
is not only curative, but also is preventive, and evaluative. The development of
students should always be in monitoring. The number of students faced is indeed
many, but there is a special classification for students who get attention. See the
definition of counseling from the BK teacher, only limited to solving problems.
That is why the implementation does not run optimally. Ideally the educational
process that takes place in schools can produce students who not only have

4
cognitive competencies or are intellectually intelligent but should also have noble
character. With this noble character, the child will develop into a good child and
will become an adult who has a strong character that is useful for the nation and
the nation (Hidayat , 2017 ) .

Solution to the Problem:

Guidance and counseling officers should be able to serve as counselors for anyone
who comes to them. With the views, attitudes, skills, and appearance of student
counselors or anyone who is related to the counselor will get a comfortable
atmosphere. Being a counselor must be able to partner with students instead of
creating distance. This is one way that can be done:

a. The counselor must be friendly,

b. The counselor discards the image killer,
c. Have sincerity,
d. Unconditional acceptance of all students,
e. Grow empathy.
 
Steps :
1. The counseling teacher builds a friendly, personal attitude and does not display
the negative qualities he has.
2. Counseling teachers hold meetings with students at regular intervals.
3. The counseling teacher opens a counseling room for anyone who wants to
consult.
4. Counseling teachers provide constructive criticism and suggestions to students
to improve the skills of these students.

B. Solutions and discussion of problems Low professionalism of school

counselors.
In carrying out their duties the counselor must also make follow-up efforts and
synchronize one effort and other efforts so that the entire effort becomes an

5
integrated and continuous series and understands the counseling techniques so
that when the counseling process is not only to give advice. J ika guidance and
counseling was carried out based on the principles of science and technology (ie
follow the philosophy, goals, methods, and specific principles), in other words
carried out in a professional manner. One characteristic of guidance and
counseling professionalism is that the service must be carried out by people who
are experts in the field of guidance and counseling. His expertise was obtained
through education and training for quite a long time in Higher Education, as well
as experiences of course if it was implemented assuming guidance could be given
if   anyone will change. The counselor must be able to explain the functions, tasks,
roles of a school counselor in the hope that the school can understand the real
counselor's duties and tentunta accompanied by a firm attitude of a counselor in
the policy that is carried out by the counselor's functions, roles, duties. The
counseling teacher must also keep his promise in accordance with Article 5
paragraph 3, where the workload of guidance and counseling / counselor teachers
is to provide guidance and counseling for at least 150 (one hundred and fifty)
students in 1 (one) year (Susanti, 2016) .
 
Solution to the Problem:
To overcome this problem in an effort to increase the professionalism of BK
teachers, it can certainly be done by:
a. Participating in seminars, work shops that provide knowledge about counseling
and other activities relating to counseling, so that they can add insight so that
they can improve the quality of the professional competence of guidance and
counseling teachers in the implementation of guidance and counseling services.
b. Give hours of counseling guidance in class specifically, although the intensity is
not the same as other subjects.
 
Steps :
a. Schools or counseling teachers personally attend seminars that discuss
counseling.

6
b. Counseling teachers apply the knowledge they have received in the seminar
accompanied by steadiness to become professional teachers in their fields.
c. Responsible for the job by way of support of at least 150 people / year
learners, with the aim to develop the talent and potential of the learner.
d. Evaluate the results of their work on a regular basis, such as checking the
results of work every year.
 
C. Solutions and discussion of problems Low BK teacher initiative in developing
students' potential and talents.
In this problem efforts can be made for this matter the counselor can conduct
group guidance so that the counselor can help the counselee to determine their
own solutions, make decisions, so that very little time can be utilized optimally
and optimally. The counselor should always observe all students who have
problems or who are not problematic to avoid this assumption. The counselor
should always carry out preventive guidance functions to minimize these
assumptions so that before there is a problem BK has appeared (guidance service).
With school counselors doing things like the above, students will gradually be able
to approach with or counselors will be easier to get close to students so we will
easily do our job as counselors because there are good relationships and
participants will be more likely to be open to counselors about what is being
experienced and the counselor can quickly handle the problems being faced by
students and tend to be participants   students who will voluntarily meet with
counselors (Tohirin, 2011) .
 
Solution to the problem:
To build the initiative of counseling teachers can also be done by introducing
counseling seminars so that the teacher's insights are open, the teacher must also
see all the conditions of the students in the school without distinguishing one from
the other, and the teacher must also awaken the potential of students in order to
be able to develop optimally at the age of learning.

7
Steps :

The counselor implementing the counseling services at the school / madrasah

must:

a. Mastering the spectrum of services in general, especially professional services  

counseling .
b. formulate and explain the professional role of the counselor to relevant parties,
especially students, school / madrasah leaders, peer educators, and parents.
c. carry out professional counseling service tasks which are held accountable to
stakeholders every time, especially school / madrasah leaders, parents, and
students.
d. be aware of negative things that can reduce the effectiveness of professional
counseling service activities.
e. develop professional counseling skills on an ongoing basis.
 
D. Solutions and discussion of problems Lack of deep understanding in dealing
with problems faced by each student.
The service effort should be focused on the real problem that occurs, the
counselor should not be fixated by the complaints or problems that are first
conveyed by students who have problems. In connection with handling problems at
school, BK teachers carry out personal solutions in the form of advice. Completion
face to face by giving confidence to students that the problems faced are
guaranteed confidentiality. The BK teacher tries to convince students to want to
reveal all the real problems that have occurred. But it is not uncommon for
students who do not want to tell, even repeating the same mistakes (Nurhasanah ,
2014 ) . In essence counseling in schools is held if students actively want to meet
the counselor to carry out counseling. It is very rare to find students who come
voluntarily to meet with a BK teacher. According to the BK teacher, the available
consultation room is still not maximal. So that students feel embarrassed to tell
stories, and fear the story is heard and known by others. This situation can hinder
the effectiveness of the implementation of guidance and counseling. For this

8
 reason, besides the importance of the role of the BK teacher, it is also important
that the support from the school to build a room for the BK is safer and more
comfortable so that students want to voluntarily share the problems that hinder
the learning process (Nurihsan , 2009 ) .
 
Solution to the problem:
The effort that can be made by the counselor is to review the problem or
complaint experienced by students. The counselor must be able to understand the
real problem and define the problem or identify the actual client problem.
Counselors should not be fixated on one particular point without considering other
problems, because it could be that something happened not on the wishes of the
suspect but many other aspects that resulted in the suspect being forced to make
a mistake.
 
Steps :
1. Students involved in the problem are complained and referred to counseling.
2. The counseling teacher asks for an explanation regarding the event that befell
the student.
3. The counseling teacher examines and reviews the problem specifically.
4. Counseling teacher conducts various considerations related to the problem
until the meeting point appears.
5. Counseling teachers solve problems and provide solutions, criticisms and
suggestions for the actions of these students.
 

9
 CHAPTER IV

COVER

A. Conclusion
Counselors are important facilities provided by schools for the creation of
students who are able to develop their talents and potential. Problems are
often experienced not only by students but also by the counselor in carrying
out their duties. There are 4 problems that usually occur, namely: The
assumption that BK teachers only play a role in punishing students, Low
professionalism of school counselors, Low BK teacher initiative in developing
students' potential and talents Lack of deep understanding in dealing with
problems faced by each student. The problems that arise can actually find a
way out, if you believe and commit to run it. Counseling teachers should be
able to mingle with students and give a positive impression so that students are
able to feel safe and willing to consult, BK teachers must also be professional
in their work not only to punish students but be able to evaluate problems that
occur, initiatives are also needed, sometimes students do not knowing the
potential or talent it has causes participants not to grow optimally according to
their potential and finally the counselor must be able to explore existing
problems and be able to be fair to each student.
 
B. Recommendation
Suggestions for readers or students who will later become a counselor in the
school environment should be able to change the view that counselors are not
school police who only punish / give advice, but also need professionalization
in carrying out their roles as counseling teachers to be able to carry out their
tasks with as well as possible, and must explore every problem that occurs is
not just reading the situation that occurred.

10
 Bibliography

Hidayat, Akmal (2017) Problematika Guru Bimbingan Dan Konseling Dalam mem-

berikan Layanan Bimbingan Dan Konseling Di Man I Kandangan. Skripsi,

Tarbiyah Dan Keguruan.

Nurhasanah (2014) Manajemen Bimbingn dan Konseling di Sekolah tentang Dasar

Aplikasi dan Permasalahan Guru BK di Sekolah. Padang : Universitas Negeri

Padang Press.

Nurihsan, Ahmad Juntika (2009) Bimbingan dan Konseling (Dalam Berbagai Latar

Belakang Kehidupan). Bandung: Rafika Aditama.

Susanti, Susi (2016) Hambatan yang Dihadapi Oleh Guru BK dalam pelaksanaan

Layanan Konseling Perorangan di SMPN 4 Batang Anai Kabupaten Padang

Pariaman. Padang : STKIP PGRI Sumatera Barat Press.

Tohirin (2011) Bimbingan dan Konseling di Sekolah dan Madrasah (Berbasis inte-

rasi). Jakarta: Rineka Cipta

11