Detail Implementasi Pelayanan Bimbingan dan Konseling di Sekolah Dasar   Oleh:  Nugraheni, Edwindha Prafitra Jenis: Article from Proceeding Dalam koleksi: Prosiding seminar internasional konseling Malindo-3, the heart and soul of counseling: a reflection, page 94-99. Topik: Guidance; Counseling Services Ketersediaan Perpustakaan PKPM Nomor Panggil: 159.07 (061) PRO Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada     Lihat Detail Induk Isi artikel Basic education should be able to provide basic skills for learners in order to develop personal and social life to achieve the task of development and subsequent levels of life. In order to achieve optimal growth, the school provide optimal services are classified in three areas there are administration and supervision, curriculum, and guidance. Guidance and counseling position in elementary school is very important and integrative part in the education system at the school as stated in very important and integrative part in the education system at the school as stated in UU No. 20 of 2003; Government Regulation (PP) No. 19 of 2005 and the Ministerial Regulation (Permendiknas) No. 20 of 2006. Beside, the reform of education in elementary school also require guidance and counseling services are real, concrete, structured, and more professional. Guidance and counseling services in elementary school has duties and responsibilities of classroom teachers as mentors who assist students everyday in the educational process offer to understand development of their students. Guidance and counseling services provided for students to achieve optimal growth so need preparation before. Preparation of guidance and counseling services thatinclude planning, implementation, and evaluation stages. Guidance and counseling services in elementary school consists of a service orientation, information, placement and distribution, learning, individual counseling, and group counseling. Teachers should implement seven services of guidance and counseling so if does not disrupt the learning process. Students were able to achieve an optimal learning without obstacles and significant learning problems and be able to achieve development tasks optimally. The fact, classroom teachers have problem in implementing guidance and counseling services, because the lack of understanding, awarness, and skills. Guidance and counseling in elementary school can not appropriate with prospects. The factors for example lack of school counselors, duties and responsibilities of the classroom teacher will be full load is also a factor giving the task of guidance and counseling services are less positive impact for students. Classroom teacher are also burdened with a set of administrative work, so the task of providing guidance and counseling services can not be done optimally. Provision of guidance and counseling services in the elementary school less than the maximum because the supporting data in the form of administrative guidance and counseling has not done in an orderly manner. Classroom teachers have not been proactive, but still be waiting react after arise problems. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved