PERAN GURU BIMBINGAN KONSELING DAN DUKUNGAN SEKOLAH DALAM MENINGKATKAN KEPERCAYAAN DIRI AKADEMIK SISWA SMK GRAFIKA DESA PUTERA JAKARTA - SELATAN

Insantuan, Balthasar (2026) PERAN GURU BIMBINGAN KONSELING DAN DUKUNGAN SEKOLAH DALAM MENINGKATKAN KEPERCAYAAN DIRI AKADEMIK SISWA SMK GRAFIKA DESA PUTERA JAKARTA - SELATAN. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Penelitian ini bertujuan menganalisis peran Guru Bimbingan dan Konseling (BK), dukungan sekolah dalam meningkatkan kepercayaan diri siswa di SMK Grafika Desa Putera Jakarta Selatan. Penelitian menggunakan metode deskriptif kualitatif. Data dikumpulkan melalui wawancara dan observasi serta studi dokumentasi. Informan meliputi Kepala Sekolah, Wakil Kepala Sekolah, Guru BK, 4 Wali Kelas, Guru Mata Pelajaran, dan 3 siswa dari jurusan Teknik Grafika, Desain Grafika, dan DKV. Analisis data dengan reduksi, penyajian, verifikasi hingga penarikan kesimpulan, dengan validasi melalui triangulasi dan member check. Hasil penelitian menunjukkan (1) Peran Guru BK bertransformasi menjadi fasilitator pertumbuhan personal melalui intervensi klinis Cognitive Behavior Therapy (CBT), cognitive restructuring, self-management, bimbingan klasikal, serta pembentukan Kader Konselor Sebaya untuk mengatasi kecemasan akademis dan prokrastinasi, (2) Dukungan Sekolah diwujudkan secara sistemik melalui regulasi Zero-Bullying, Tim Pencegahan dan Penanganan Kekerasan (TPPK), penilaian portofolio, program Klinik Akademik, serta penyediaan ruang konseling privat yang interaktif dan anggaran asesmen psikologis. (3) Kepercayaan Diri Akademik Siswa meningkat pasca-layanan, ditandai dengan kemampuan regulasi emosi, penurunan trauma kebisingan mesin, serta peningkatan ketahanan (grit). (4) Faktor Pendukung berupa komitmen kepemimpinan dan iklim kelas humanis, sementara Penghambat mencakup keterbatasan rasio guru BK, beban kognitif kurikulum, dan kurangnya dukungan emosional keluarga. (5) Sinergi Antarunsur Sekolah berjalan integratif melalui sistem rujukan (referral system) segitiga antara Guru BK, Wali Kelas, dan Guru Produktif lewat metode scaffolding terstruktur. Kata Kunci: Peran Guru BK, Dukungan Sekolah, Kepercayaan Diri Akademik, SMK. / This study aims to analyze the role of Guidance and Counseling (GC) teachers and the extent of school support in fostering academic self-confidence among students at SMK Grafika Desa Putera, South Jakarta. Employing a descriptive qualitative methodology, data were gathered through comprehensive interviews, field observations, and documentation studies. The informants comprised the Principal, Vice Principal, GC teacher, four homeroom teachers, a subject teacher, and three students representing the Printing Technology, Graphic Design, and Visual Communication Design (DKV) departments. Data analysis was executed through data reduction, data display, verification, and conclusion drawing, with validity ensured via triangulation and member checking. The research findings indicate that: (1) The role of GC teachers has transformed into facilitators of personal growth, utilizing clinical interventions such as Cognitive Behavior Therapy (CBT), cognitive restructuring, self-management techniques, and scheduled classical guidance, alongside the establishment of Peer Counselor Cadres to alleviate academic anxiety and procrastination. (2) Systemic school support is institutionalized through Zero-Bullying regulations, the Violence Prevention and Handling Team (TPPK), portfolio-based assessments, the Academic Clinic program, as well as the provision of interactive private counseling rooms and budgetary allocations for psychological assessments. (3) Students' academic self-confidence exhibited post-service improvement, characterized by enhanced emotional regulation, a reduction in machinery-induced noise trauma, and heightened grit. (4) Supporting factors include leadership commitment and a humanistic classroom climate, whereas inhibiting factors encompass a limited GC teacher-to-student ratio, curriculum-induced cognitive overload, and a lack of emotional support within the family environment. (5) Synergy among school elements operates integratively via a triangular referral system involving GC teachers, homeroom teachers, and vocational subject teachers utilizing structured scaffolding methods. Keywords: Guidance and Counseling Teacher's Role, School Support, Academic Self-Confidence, Vocational High School (SMK).

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