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PERAN GURU BIMBINGAN DAN KONSELING UNTUK MENINGKATKAN KECERDASAN INTERPERSONAL SISWA KELAS X DI SMA AL-ULUM MEDAN

Introduction

Peran guru bimbingan dan konseling untuk meningkatkan kecerdasan interpersonal siswa kelas x di sma al-ulum medan. Penelitian mengkaji peran guru BK dalam meningkatkan kecerdasan interpersonal siswa kelas X SMA Al-Ulum Medan. Mengidentifikasi masalah, solusi layanan bimbingan & faktor penghambat.

Abstract

Tujuan penelitian ini adalah untuk mengidentifikasi kecerdasan interpersonal siswa kelas X, peran guru BK kelas X, dan faktor penghambat guru BK untuk meningkatkan kecerdasan interpersonal siswa kelas X di SMA Al-Ulum Medan. Metode penelitian menggunakan pendekatan deskriptif kualitatif. Adapun teknik yang digunakan peneliti ini adalah: Observasi, Wawancara Mendalam (Indepth Interview), Dokumentasi. Dengan analisis data dilakukan melalui tiga (3) tahapan proses yaitu: Reduksi data, Penyajian data Kesimpulan. Untuk penjaminan keabsahan data penulisan mengunakan teknik Triangulasi yang dilakukan dengan jalan: Membandingkan data hasil pengamatan dengan data hasil wawancara Hasil penelitian mengungkapkan bahwa (1) Kecerdasan interpersonal siswa kelas X berbeda-beda, ada 17 siswayang mengalami masalah kecerdasan interpersonal dengan karakteristik sulit bergaul, tidak perduli saat guru/ temannya berbicara, berhubungan tidak baik dengan orang lain, egois/ mau menang sendiri dan sulit diajak bekerja sama, (2) Guru BK berperan meningkatkan kecerdasan interpersonal siswa kelas X melalui layanan klasikal, layanan bimbingan kelompok, dan layanan bimbingan pribadi (face to face), (3) Faktor penghambat guru BK untuk meningkatkan kecerdasan interpersonal siswa kelas X adalah sedikitnya jam guru BK, kurangnya tenaga BK dan kurangnya minat siswa terhadap materi BK. Kata Kunci : Peran Guru Bimbingan dan Konseling, Kecerdasan Interpersonal

Review

This paper addresses a highly relevant and timely topic concerning the development of interpersonal intelligence among high school students, specifically focusing on the pivotal role of Guidance and Counseling (BK) teachers. The research clearly outlines its objectives: to understand the current state of interpersonal intelligence in Class X students, delineate the contributions of BK teachers, and identify the obstacles they face. The use of a qualitative descriptive approach, employing observations, in-depth interviews, and documentation, is well-suited for exploring the nuanced aspects of this issue and gathering rich, contextual data. The commitment to data validity through triangulation further strengthens the methodological rigor presented in the abstract. The findings offer valuable insights into the varying levels of interpersonal intelligence among students, highlighting a specific cohort of 17 students struggling with critical social competencies such as empathy, cooperation, and positive relationship building. Crucially, the study elucidates how BK teachers actively address these challenges through a combination of classical, group, and individualized guidance services. Equally important is the identification of significant inhibiting factors, including constraints on BK teacher hours, a shortage of counseling personnel, and a perceived lack of student interest in BK-related material. These findings not only provide a clear snapshot of the situation at SMA Al-Ulum Medan but also offer practical implications for school administrators and policymakers seeking to optimize BK services for student development. While the abstract presents a robust qualitative investigation, a potential area for further enhancement or future research lies in broadening the scope beyond a single institution to assess the generalizability of these findings across different school contexts. Additionally, exploring the students' perspectives in greater detail, especially concerning their engagement with BK services and the reasons behind a perceived lack of interest, could enrich the understanding of the inhibiting factors. Overall, this paper makes a significant contribution to understanding the dynamics of interpersonal intelligence development and the vital role of BK teachers. It provides a solid foundation for practical interventions and further empirical research in school counseling, particularly in identifying and addressing the systemic and student-related challenges that impede effective guidance.

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