CRITICAL JOURNAL

REVIEW
MK. PROFESI
KEPENDIDIKAN
PRODI S1 PENDIDIKAN

Skor Nilai :

Survey of The Perception and Readiness for Counselor to Guidance and

Counseling Based On Curriculum 2013 in South Surabaya High, Rezki Wanda

Febriya, 2014 1

Teachers’ Perceptions toward School Counselors in Selected Private Schools in

Lebanon, Racha Khansa, 2015 2

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

MARCH,2019

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 EXECUTIVE SUMMARY

The purpose of this study was to investigate teacher perceptions of school

counselors. This research was conducted to determine the perceptions and readiness

of the counselor on guidance and counseling based on the applicable curriculum. The

sample teachers hold various perceptions, some negative and some positive,

depending on their personal experience with counseling. Preparations are made by

teacher guidance and counseling training on curriculum implementation, providing

guidance to students regarding the study of interest groups, subjects leading to career

paths for students , preparing questionnaires and intelligence tests, to analyze report

grades in high school, national exam scores in junior high schools, giving interviews

and analyzing parents' expectations. Strong Guidance and Counseling in schools that

are in the process of specialization at the beginning of class X guidance and

counseling The teacher assists students in choosing majors and career choices to be

determined in the future according to the talents, interests, and abilities of students.

Whereas the weaknesses of Guidance and Counseling based on the prevailing

curriculum in schools is that there is a discrepancy between the provisions for the

implementation of Ministry of Education and Culture Counseling and Counseling

services in the 2013 curriculum are 2 (two) classically face-to-face hours, but in reality

different in each school provided that at school who have implemented the

curriculum, there are no teaching hours in class counseling guidance

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 FOREWORD

Praise the presence of God. For all the blessings and prizes from the paper

entitled "Critical Journal Review of Education Profession " arranged to completion.

We do not forget to thank the parties who helped us in helping and supporting us 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 both to improve the form and

content contained in it, because of the limited knowledge that we have, we believe

there are still many short arrivals in writing this, therefore I really hope for

constructive suggestions and criticism from readers for the perfection of this paper.

Medan, 20th of March 2019

Reviewer

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 TABLE OF CONTENT

EXECUTIVE SUMMARY i

FOREWORD ii

TABLE OF CONTENT iii

CHAPTER I PRELIMINARY 1

A. Rationalization of CJR writing 1

B. The purpose of writing CJR 1
C. Benefits of CJR 1
D. Identity of the Journal being reviewed 2

CHAPTER II SUMMARY OF JOURNAL 3

A. Main Book 3
B. Comparison Book 7

CHAPTER III ANALYSIS/DICUSSION 11

A. Discussion of Journal Content 11

B. Advantages and Disadvantages Journal 12

CHAPTER IV CLOSING 14

A. CONCLUTION 14
B. RECOMMENDATION 14

BIBLIOGRAPHY 15

CHAPTER I

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 PRELIMINARY

A. Rationalization of CJR writing

The minimal development of science is due to the low interest in reading

students currently, criticizing journals is one way that can be done to increase

interest in reading. Critical journal review is an individual task which in its

activities examines one or more of the books with the general aim of training

students to form conceptual definitions based on the synthesis of theories

developed from the relevant journal. Criticizing a journal is expected to foster an

honest, disciplined, independent, and actual attitude, critical in analyzing

information, respecting opinions, adaptive to change, communicative in

conveying information and being responsible. By reviewing the reader can find

out the quality of the journal by comparing the work of the same or other

authors and can provide input to the author of the journal in the form of

criticism and suggestions on the writing system, the contents and substance of

the journal.
B. The purpose of writing CJR
1. To review the content and material contained in the journal.
2. Search for and find information in the journal.
3. Train critical thinking in finding information provided by each journal.
4. To be able to compare one journal with another journal.
C. Benefits of CJR
1. To fulfill the duties of the Education Professionals course.
2. To increase knowledge about the education profession.
3. To know many things about journals, and train students to love reading
D. Identity of the Journal being reviewed
1. The Main Book
a. Title of Journal : SURVEY OF THE PERCEPTION AND
READINESS FOR COUNSELORS TO GUIDANCE
AND COUNSELING BASED ON CURRICULUM
2013 IN SOUTH SURABAYA HIGH SCHOOL.
b. Name of Journal : Jurnal BK UNESA

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 c. Published Edition : 2014
d. Author of journal : Rezki Wanda Febriya
e. Publisher :-
f. City of Published : Surabaya
g. ISSN :-
h. Site Address : https://jurnalmahasiswa.unesa.ac.id/index.php
/jurnal-bk-unesa/article/view/9199/9135
2. The Comparison Book
a. Title of Journal : Teachers’ Perceptions toward School Counselors
in Selected Private Schools in Lebanon
b. Name of Journal : Social and Behavioral Sciences
c. Published Edition : 2015
d. Author of journal : Racha Khansa
e. Publisher : Elsevier Ltd
f. City of Published : Lebanon
g. ISSN : 1877-0428
h. Site Address : http://sci-hub.tw/https://doi.org/10.1016/j.
sbspro.2015.03.41

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 CHAPTER II

SUMMARY OF JOURNAL

A. Main Book

Research Purpose This study aims to determine the perceptions and

readiness of Counselors on Guidance and Counseling

based on the 2013 Curriculum, the sample of

Muhammadiyah 4 Surabaya High School, Surabaya

Antarctic High School, Surabaya Kartika Wijaya High

School, Surabaya Widya Dharma High School,

Surabaya Kawung 2 High School, Surabaya Giki 1

High School, Gema High School 45 Surabaya, Surabaya

Pamardi Putra High School and Surabaya Budi Sejati

High School.
Research Subject This research was conducted in Surabaya's south

secondary schools and especially schools that still did

not apply the 2013 curriculum from one of the main

informants who were mentors at the school. List of

South Surabaya Schools namely (A) Muhammadiyah 4

Surabaya High School, (B) Surabaya Antarctic High

School, (C) Surabaya Kartika Wijaya High School, (D)

Surabaya Widya Dharma High School, (E) Surabaya

Kawung 2 High School, (F) Surabaya Giki 1 High

School, (G) Gema 45 Surabaya High School, (H)

Pamardi Putra High School and (I) True Budi High

School

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Assessment Data Survey research is one of the most widely used data

collection techniques with interview, documentation,

observation, and other data collection techniques.

Qualitative data was obtained through observation

and interviews with counselors in schools to obtain

deeper information about the perceptions and

readiness of the counselor before implementing the

2013 Curriculum.
Valuation Method The survey is a method of collecting primary data by

giving questions to respondents in writing. This study

uses several subjects as a comparison and uses data

collection techniques through interviews and

observation in obtaining the required data. In

determining the subject of this study using Cluster

Sampling (Area Sampling) technique. In the test of

credibility, researchers used triangulation techniques.

This research uses interview instruments and

observations given to the same data source, namely BK

Counselor. Data analysis in this study was carried out

when the data collection took place, and after

completing data collection in a certain period using

interactive models of Miles and Huberman, covering

three lines including data reduction (Data Reduction),

data display (Data Presentation) and drawing /

verifying (Conclusion Withdrawal).

Step of Research First, look for the location of the study that will be

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 examined by the BK teacher's perception of the 2013

curriculum in 9 schools.

Second, Collecting interview data, documentation,

observation, and others by giving questions to the

respondents in writing.

Third, using a qualitative design to obtain deeper

information about the perceptions and readiness of the

counselor before applying the 2013 Curriculum.

Fourth, using interview instruments and observations

given to the same data source, namely BK Counselor.

Fifth, Analyzing data using the interactive models of

Miles and Huberman, covering three lines including

data reduction (Data Reduction), data display (Data

Presentation) and drawing / verifying (Conclusion

Withdrawal).

Sixth, obtain results and discussion then conclude the

study.
Result Research Perceptions or responses regarding Guidance and

Counseling based on 2013 Curriculum in schools A, B,

C, D, E, F, G, H and I vary. Based on interviews

conducted at schools A, F, G, H and I the responses or

perceptions of the BK Teachers regarding Guidance

and Counseling based on 2013 Curriculum are very

good decisions to be applied in public and private

schools and can provide better changes for students.

Whereas in school D the BK teacher's response to

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 Guidance and Counseling based on the 2013

Curriculum seemed as if all schools were in a hurry

and suddenly to implement the 2013 Curriculum. And

in schools B, C and E revealed that BK based on the

2013 Curriculum was a reform from KTSP 2006, where

The 2013 curriculum refers to 8 national standards and

is very important in the interest of students.

One of the most important factors in implementing the

2013 Curriculum is the readiness of the implementers,

one of which is the readiness of the BK Teacher. In

schools A, C, E, F, G and I expressed their readiness to

implement Guidance and Counseling based on the

2013 curriculum. While in school B and D stated that

inevitably they must be prepared to implement and

follow the implementation of BK based on the 2013

curriculum because this is mandatory provisions from

the Education Office for all schools to implement the

2013 Curriculum. Whereas in the H school, BK

Teachers are not ready to implement Guidance and

Counseling based on the 2013 Curriculum because

they feel very rushed and urging confusion for the BK

Teachers.(Febriya, 2014)
Strength of Research The strength of this journal is the use of the 2013

curriculum in accordance with the applicable

curriculum in Indonesia, and the method used is a

fairly effective method, namely the method of data

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 analysis using interactive concepts Miles and

Huberman through data reduction, data presentation,

and conclusion drawing. Test the credibility of the data

using triangulation techniques.

B. Comparison Book

Research Purpose The purpose of the current study is to investigate

teachers' perceptions toward school counselors in

Lebanon
Research Subject The participants will consist of 100 elementary,

intermediate, secondary, and high school teachers from

13 different private schools.

Assessment Data The teachers were contacted in order to get their

approval and consent to carry out this study. The

interviews were conducted during the spring semester

of 2008-2009. The researcher interviewed the teachers

after informing them of the purpose and the reason for

the study.
Valuation Method Conducting interviews is one way of collecting data in

a qualitative study. Interviews allow the researcher to

explore the interviewee’s mind and obtain information

related to the interviewee’s values, attitudes, and

abstract thinking. The interview questions were semi-

structured in order to gain answers for defined

questions. The items included both open-ended and

close-ended questions. Because the instrument is

designed and tailored for this study, there are no

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 measures of validity or reliability provided yet. The

interview results were analyzed using constant

comparative analysis (Glaser, 1976). Through this

qualitative method, the interview results are analyzed

a number of times until overarching categories of

meanings generated by interviewees are identified. The

analysis revealed the following four key themes which

are further discussed below: solving problems,

collaboration and support, referral, disadvantages of

school counseling, and improvement of counseling.

Step of Research First, set goals and conduct research hypotheses.

Second, determine the location of the study in the

form of 100 teachers from 13 private schools in

Lebanon.

Third, collecting data by calling the counseling teacher

and conveying the purpose of the research.

Fourth, do data analysis.

Fifth, get results and discussion.

Sixth, get conclusions from the research that has been

done.
Result Research Most teachers interviewed are aware of the fact that a

student’s academic achievement might be blocked if

he/she is facing any kind of nonacademic problem,

however, not all of them would refer to the counselor

but instead deal with it on their own. That could be the

case due to our culture and religion that makes the

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family comes first. Moreover, they know that the

counselor cannot work alone, he/she needs the teacher

who usually refers the case to him. Most teachers who

accepted the help of the counselor knew the difference

between their job and his/her job. They understood

that they detect or identify the problem in the

classroom while teaching and the counselor then deals

with it outside the classroom. Teachers with the

longest teaching experience had different and negative

perceptions of school counselors and this may be due

to their having been tried at a time where school

counseling was not yet present and such services were

looked down upon or misunderstood. One teacher

who has been teaching for 25 years social studies

believed that he/ she needs to write the assessment

exams since she had never contacted or talked to the

counselor in her school that might be the reason why

she thought that his/her job is to write the midterm

exam. Teachers knew that the counselor is of benefit to

the school and he/ she is not there to take over their

job, which is very important. They are also very well

aware of the disadvantages of the counselor and each

teacher based the disadvantage on what is going on in

her/ his school. Other teachers mentioned that

counselors are not well trained or lack enough

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 counseling courses since their counselors are either

fresh graduate with a general counseling degree or

have a psychology degree. None of the Lebanese

teachers in the sample are satisfied with the counseling

services in Lebanon, which contradicts other studies

done in the UK and the United States; and reaffirms

findings from the Arab World. (Khansa, 2015)

Strength of Research The strength of this journal is that the research subjects

used are quite large so that the data collected is more

convincing because of the many sources obtained and

also the research carried out based on research that has

been successful in America.

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 CHAPTER III

ANALYSIS/DICUSSION

A. Discussion of Journal Content

1. Counseling assignment
According to main journal, The main job of counseling and guidance

services in schools is to provide support for the achievement of personality

maturity, social skills, academic abilities, and lead to the formation of

individual career maturities that are expected to be useful in the future.

According to the comparison journal, The counselors’ job would be to

resolve, direct and aid students regarding their self image, value, self-

assurance and peer’s family interactions. a school counselor identifies

objectives and purposes, evaluates students’ desires, and guides services

within the schools curriculum .

So the conclusion is the work of counseling and guidance services in

schools is to provide support, complete, direct and assist the achievement

of personality maturity, social skills, academic abilities, identifying goals,

evaluating student desires, and guiding services in the school curriculum

and leading to the formation of individual career maturity expected to be

useful in the future.

2. Data collection for analyzing teacher guidance and counseling
According to the main journal, ways that can be used in data collection

of counseling teachers can be done using interviews, documentation,

observations, and other data collection techniques, whereas according to

the comparison journal the way to collect data is by calling each teacher

from a different school to interviewed about counseling at a particular

school.

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 So conclusions that can be taken in collecting data to see the

development of counseling teachers can be done by conducting an

interview either directly or indirectly with the aim of obtaining in-depth

information about the development and views of counseling at the school.

3. How to analyze data regarding guidance and counseling
According to the main journal data analysis in this study was conducted

when data collection took place in a qualitative and quantitative

descriptive manner, and after completing data collection in a certain

period using interactive models Miles and Huberman, including three

lines including data reduction (Data Reduction), data display (Data

Presentation ) and drawing / verifying (Conclusion Withdrawal). Whereas

according to the comparison journal the results of the interviews were

analyzed using constant comparative analysis (Glaser, 1976). Through this

qualitative method, the results of the interviews are analyzed several

times until the overall categories of meanings produced by the

interviewees are identified.

So the conclusion in analyzing the data to get maximum results is to use

qualitative and quantitative descriptive, then the interview results are

analyzed several times until the overall categories of meanings produced

by the interviewee are identified, and then after the data is analyzed, the

conclusions are drawn for the journal , especially journals related to

guidance and counseling material.

B. Advantages and Disadvantages Journal
1. Main Book
a. From the aspect of the scope of the content
The content presented in this journal is good, using methods that are also

good and can also be applied in the real world and can be used as

reference lessons for students and society, but for further research, the

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 subject of each school should be more than just 1 counselor at school to 2

or more to get maximum results.

b. From grammar aspect
The grammar used in this journal has been in accordance with the correct

Indonesian language rules, words are also easy to understand both among

students and the general public.

2. Comparison Book
a. From the aspect of the scope of the content
The content presented in this journal is good, using a good method too,

for the subject area used is quite large covering 100 teachers in 13 private

schools, but for future research it can also use subjects from public schools

to be able to compare counseling teachers in private or public schools.

b. From grammar aspect
The grammar used in this journal is good, suitable for international

standard journals, which can be used and implemented in their own

country and other people's countries.

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 CHAPTER IV

CLOSING

A. CONCLUTION
In conclusion, there is still a need for school counselors to further

cooperate with teachers concerning the counselor’s role and responsibilities in

order to improve counseling in schools. Furthermore, counselors need to plan

more workshops and seminars to guide teachers and educate parents. In

addition, the Ministry of Education should begin a strategy in order to

incorporate school counseling into all schools. The Ministry of Education

needs to state the objectives and procedures concerning the rules, applications

and authorization of the school counselor. As for higher education

institutions, they are the ones responsible for improving school counseling by

adding more courses and seminars for those majoring in counseling. In

addition, the counseling program should become a major and not only an

emphasis as is the case at present. Finally, counseling should be a free service

offered by schools, which will encourage parents to seek the counselor’s help

when their child faces a problem. A recommendation for further study would

be to replicate this study using a larger sample.

B. RECOMMENDATION
A recommendation for further study would be to replicate this study using a

larger sample. Moreover, the teacher should also be interviewed after two or

three years to check how their understanding of school counseling has

changed over the years. This would allow for a more thorough assessment of

the teachers’ perceptions.

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 BIBLIOGRAPHY

Febriya, R. W. (2014). SURVEY OF THE PERCEPTION AND READINESS FOR

COUNSELORS TO GUIDANCE AND COUNSELING BASED ON
CURRICULUM 2013 IN SOUTH SURABAYA HIGH SCHOOL. Jurnal BK UNESA,
4(3), 1–10.

Khansa, R. (2015). Teachers’ Perceptions toward School Counselors in Selected Private

Schools in Lebanon. Procedia - Social and Behavioral Sciences, 185, 381–387.
https://doi.org/10.1016/j.sbspro.2015.03.411

16
 SURVEI TENTANG PERSEPSI DAN KESIAPAN KONSELOR TERHADAP BIMBINGAN DAN
KONSELING BERDASARKAN KURIKULUM 2013 DI SMA SURABAYA SELATAN

SURVEY OF THE PERCEPTION AND READINESS FOR COUNSELORS TO GUIDANCE AND COUNSELING
BASED ON CURRICULUM 2013 IN SOUTH SURABAYA HIGH SCHOOL.

Rezki Wanda Febriya

Bimbingan dan Konseling, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya
Email: rezkiwanda@gmail.com

Wiryo Nuryono, S.Pd M.Pd

Dosen Program Studi BK, Jurusan PPB, Fakultas Ilmu Pendidikan Universitas Negeri Surabaya
Email: n.wiryo@gmail.com

ABSTRAK
Penelitian ini dilakukan di SMA Surabaya wilayah selatan dan khusus sekolah yang masih belum menerapkan
Kurikulum 2013. Penelitian ini bertujuan untuk mengetahui persepsi dan kesiapan Konselor terhadap Bimbingan
dan Konseling berdasarkan Kurikulum 2013, sampelnya yakni SMA Muhammadiyah 4 Surabaya, SMA
Antartika Surabaya, SMA Kartika Wijaya Surabaya, SMA Widya Dharma Surabaya, SMA Kawung 2 Surabaya,
SMA Giki 1 Surabaya, SMA Gema 45 Surabaya, SMA Pamardi Putra Surabaya dan SMA Budi Sejati Surabaya.
Dalam penelitian ini terdiri dari satu informan utama adalah Guru BK di sekolah. Penelitian ini merupakan
penelitian deskriptif kualitatif jenis survey. Teknik pengumpulan data yang digunakan dalam penelitian ini
adalah wawancara dan observasi. Metode analisis data menggunakan konsep interaktif Miles dan Huberman
melalui reduksi data, penyajian data, dan penarikan kesimpulan. Uji kredibilitas data menggunakan triangulasi
teknik. Hasil yang diperoleh melalui penelitian ini menunjukkan bahwa pesrsepsi dan kesiapan Guru BK di
sekolah berbeda-beda. Persiapan yang dilakukan oleh Guru BK dengan mengikuti pelatihan tentang
implementasi Kurikulum 2013, memberikan pengarahan pada siswa mengenai minat kelompok belajar, arah
mata pelajaran ke jenjang karir siswa.menyiapkan angket minat dan tes intelegnsi, menganalisis nilai raport di
SMP, nilai UN di SMP, memberikan wawancara dan analisis dukungan orang tua. Perbedaan yang signifikan
pada KTSP dengan Bimbingan dan Konseling berdasarkan Kurikulum 2013 adalah penjurusan diganti dengan
layanan peminatan ketika siswa kelas X. Kelebihan Bimbingan dan Konseling berdasarkan Kurikulum 2013 di
sekolah yaitu pada proses peminatan di awal kelas X Guru BK dapat membantu siswa dalam memilih jurusan
dan memantapkan pilihan karirnya untuk ke depan sesuai dengan bakat, minat dan kemampuan yang dimiliki
siswa. Sedangkan kelemahan Bimbingan dan Konseling berdasarkan Kurikulum 2013 di sekolah yaitu adanya
ketidaksesuaian antara ketetapan Kemendikbud mengenai waktu pelaksanaan layanan Bimbingan dan Konseling
berdasarkan Kurikulum 2013 adalah 2 (dua) jam tatap muka secara klasikal namun pada kenyataannya berbeda
dengan ketetapan pada setiap sekolah bahwa di sekolah yang telah menerapkan Kurikulum 2013 tidak adanya
jam mengajar Bimbingan dan Konseling dikelas.

Kata Kunci: Persepsi, Kesiapan, Bimbingan dan Konseling berdasarkan Kurikulum 2013

ABSTRACT

This study was conducted at Senior High School of Surabaya Southern region and especially school were not
implementing the Curriculum 2013. This study was conducted to determine the perception and readiness
counselor to guidance and counseling based on the Curriculum, 2013, the sample were SMA Muhammadiyah 4
Surabaya, SMA Antartika Surabaya, SMA Kartika Wijaya Surabaya, SMa Dharma Widya Surabaya, SMA
Kawung 2 Surabaya, SMA Giki 1 Surabaya, SMA Gema 45 Surabaya, and SMA Pamardi Budi Putra Sejati
Surabaya. In this study consisted of one informant primary school teacher in the guidance and counseling. This
study was a descriptive qualitative research type of surve. This research was a descriptive qualitative research.
Data collection techniques used in this study were interviews and observation. Methods of data analysis used
interactive concept Miles and Huberman through data reduction, data presentation, and conclusion. Credibility
test data used triangulation techniques. The results obtained through this study indicate that guidance and
counseling Teacher pesrseption and readiness in different schools. Preparations made by the guidance and
counseling Teacher training on the implementation of the curriculum in 2013, provided guidance to students
regarding interest group study, subjects toward a career path to students, prepared questionnaire and tests
intelegention, to analyzed the value of report cards in junior high school, value of the UN in junior high school,
 Survei Tentang Persepsi dan Kesiapan Konselor Terhadap Bimbingan dan Konseling Berdasarkan Kurikulum 2013 di SMA
Jurnal BK UNESA. Volume 04 Nomor 03 Tahun 2014,
Surabaya Selatan

gave interviews and analyzed of parents' expectations. Significant differences of education unit level curriculum
in the guidance and counseling curriculum 2013 were implemented majors was replaced by the service when the
specialization class X. The strong of Guidance and Counseling based on curriculum 2013 in the school that was
in the process of specialization at the beginning of class X guidance and counseling Teachers helped students in
choosing majors and career choices to established forward according to their talents, interests and abilities of
the students. While the weakness of Guidance and Counseling based on curriculum 2013 in the school was the
existence of a discrepancy between the provisions regarding the execution time of service Kemendikbud
Guidance and Counseling on curriculum in 2013 is 2 (two) hours of face to face in the classical style, but the
reality was different at each school with the provision that in schools that have implemented the curriculum
2013, there was no teaching hours of BK in class.

Key words: Perception, Preparedness, Guidance and Counselingbased on Curriculum2013

tantangan dalam implementasinya. Penerapan

PENDAHULUAN
Sekolah merupakan pelaksana pendidikan, baik
pengawas, kepala sekolah, Guru, tenaga kependidikan
non Guru, maupun peserta didik sangat
berkepentingan dan akan terkena imbasnya secara
langsung dari setiap perubahan Kurikulum yang telah
ditetapkan. Sekolah sebagai lembaga yang
menyelenggarakan pendidikan formal mempunyai
peranan yang sangat penting dalam usaha
mendewasakan anak dan menjadikannya sebagai
anggota masyarakat yang berguna.Dalam dunia
pendidikan telah terjadi perubahan, baik perubahan
Kurikulum, sistem mengajar dan metode mengajar.
Kurikulum merupakan alat untuk mencapai tujuan
yang diinginkan dari suatu lembaga pendidikan yang
harus ditempuh dan dipelajari oleh peserta didik,
sebagaimana dijelaskan dalam Modul Kurikulum
2013 dan Profesionalisasi Bimbingan dan Konseling
(2013) “Undang-Undang Nomor 20 Tahun 2003
tentang Sistem Pendidikan Nasional menyebutkan
bahwa Kurikulum adalah seperangkat rencana dan
pengaturan mengenai tujuan, isi, dan bahan pelajaran
serta cara yang digunakan sebagai pedoman
penyelenggaraan kegiatan pembelajaran untuk
mencapai tujuan pendidikan tertentu”.
Mulyasa (2013) menjelaskan bahwa meskipun
diterapkan secara bertahap, Kurikulum 2013 ini
berdampak pada berbagai upaya persiapan yang harus
dilakukan berbagai pihak, antara lain tersusun dan
disahkannya naskah penyempurnaan Kurikulum yang
utuh, sosialisasi naskah Kurikulum yang sudah
disahkan, kesiapan dinas pendidikan daerah
menyongsong Kurikulum 2013, kesiapan kepala
sekolah dalam mengelola penyelenggaraan
pendidikan dalam satuan pendidikan, kesiapan Guru
mata pelajaran dalam melaksanakan pembelajaran
yang mendidik, kesiapan Guru bimbingan dan
konseling yang memandirikan, kesiapan Lembaga
Pendidikan Tenaga Kependidikan (LPTK)
menyiapkan lulusan siap melaksanakan tugas
Kurikulum 2013.
Banyak sekolah yang telah menerapkan
Kurikulum 2013 namun penerapannya masih belum
optimal. Sebagai Kurikulum yang baru, Kurikulum
2013 akan menghadapi berbagai masalah dan
Kurikulum 2013 masih mengalami kendala
sebagaimana di daerah Palu-Sulawesi Tengah,
meskipun SMA Negeri 2 Palu telah menerapkan
Kurikulum 2013 selama 2 bulan namun masih
mengalami kendala, hal ini disebabkan karena belum
siapnya seluruh Guru dalam menerapkan Kurikulum
2013 dan buku pelajaran yang terbatas sehingga
seluruh Guru hanya mengandalkan silabus yang
diberikan pemerintah. Sedangkan buku mata pelajaran
belum mereka terima.
Faktor yang perlu diperhatikan dalam
penerapan Kurikulum 2013 salah satunya yaitu
kesiapan para pelaksananya. Kesiapan itu sangat
ditentukan oleh para pelaksana, antara lain
pemerintah pusat, aparat daerah, masyarakat, dan
tentunya dari kesiapan sekolah itu sendiri. Kesiapan
ini juga menyangkut kemampuan dalam mengajukan
argumentasi dan rasionalisasi dari berbagai sudut
pandang untuk mendukung perlunya pengembangan
dan perubahan Kurikulum 2013.Untuk kepentingan
tersebut, diperlukan berbagai pelatihan dan sosialisasi
yang matang kepada berbagai pihak, agar Kurikulum
baru yang ditawarkan dapat dipahami dan diterapkan
secara optimal.
Dalam seminar nasional Bimbingan dan
Konseling di hotel Grasia Semarang, Guru besar
Bimbingan dan Konseling Prof Mungin Eddy
Wibowo menyatakan bahwa peran Guru BK dalam
implementasi Kurikulum 2013 akan semakin penting,
pasalnya ditingkat SMA sederajat penjurusan
ditiadakan diganti dengan kelompok peminatan.
Ketua Umum PenGurus Besar Asosiasi Bimbingan
dan Konseling Indonesia (ABKIN) juga menjelaskan
bahwa ke depan, peran dan tanggungjawab Guru BK
terhadap siswa SMP juga harus lebih nyata. Guru BK
harus mulai mengamati dan mendampingi anak sejak
kelas 7. Peserta didik harus dilihat dan di dampingi
untuk dapat mengetahui minatnya terhadap mata
pelajaran yang disenangi. Untuk mengarahkan studi
lanjutnya ke SMA atau SMK.
Pada kenyataannya saat ini masih banyak
sekolah dalam suatu daerah masih belum menerapkan
Kurikulum 2013. Menurut observasi yang
dilaksanakan oleh peneliti pada Rabu, 4 Maret 2014
didapat data dari Dinas Pendidikan Kota Surabaya

1
 mengenai Sekolah Menengah Atas yang sudah
menerapakan Kurikulum 2013 sebanyak 36 sekolah,
yaitu sekolah negeri ada 22 sekolah sedangkan
sekolah swasta terdapat 14 sekolah. Untuk Sekolah
Menengah Atas yang belum menerapkan Kurikulum
2013 sebanyak 91 sekolah. Hal itu membuktikan
bahwa banyak Sekolah Menengah Atas yang masih
belum siap untuk menerapkan Kurikulum 2013.
Berdasarkan pengalaman peneliti
melaksanakan PPL (Program Pengalaman Lapangan)
pada tanggal 14 Juli 2013 sampai tanggal 14
September 2013 di SMA Muhammadiyah 4 Surabaya
masih belum menerapkan Kurikulum 2013.
Berdasarkan wawancara yang dilakukan kepada
konselor di SMA Muhammadiyah 4 Surabaya
menjelaskan bahwa pihak sekolah masih belum siap
dalam pelaksanaan Kurikulum 2013.
Contoh lainnya karena masalah ketidaksiapan
pihak sekolah di SMA 1 Mojosari namun tetap
menerapakan Kurikulum 2013 sehingga akibatnya
sekolah tersebut masih belum optimal dalam
mengimpelementasikan Kurikulum 2013. Pelayanan
peminatan yang diberikan kepada peserta didik tidak
murni dari minat individu itu sendiri, namun oleh
pihak sekolah telah diatur jurusannya dan belum pasti
murni keinginan dari siswa sendiri. Dalam
pelaksanaannya Kurikulum 2013 ini masih belum
optimal dalam implementasinya karena dari pihak
sekolah masih belum siap menerapkan.
B. Kesiapan
Fokus Penelitian
1. Bagaimanakah persepsi atau tanggapan Konselor
terhadap Bimbingan dan Konseling berdasarkan
Kurikulum 2013?
2. Apakah Konselor di sekolah telah siap dalam
mengimplementasikan Bimbingan dan Konseling
berdasarkan Kurikulum 2013?
3. Persiapan apa yang telah dilakukan oleh Konselor
dalam menyongsong Bimbingan dan Konseling
berdasarkan Kurikulum 2013?
4. Bagaimana pandangan Konselor mengenai
perbedaan Bimbingan dan Konseling pada KTSP
2006 dengan Bimbingan dan Konseling berdasarkan
Kurikulum 2013?
5. Apa pandangan Konselor mengenai kelebihan dan
kelemahan Bimbingan dan Konseling berdasarkan
Kurikulum 2013?
KAJIAN PUSTAKA
A. Persepsi
1. Pengertian Persepsi
Menurut KBBI (Kamus Besar Bahasa Indonesia)
menjelaskan bahwa persepsi merupakan tanggapan
(penerimaan) langsung dari sesuatu. Persepsi ialah
proses seseorang mengetahui beberapa hal melalui
pancaindranya.
Desiderato (dalam Rakhmat, 2009:51)
menyatakan bahwa “persepsi adalah pengalaman
tentang objek, peristiwa atau hubungan-hubungan
2
yang diperoleh dengan menyimpulkan informasi
dan menafsirkan pesan”.
Senada dengan pendapat di atas, (Rakhmat;
2005) menyatakan bahwa persepsi adalah
pengamatan tentang obyek, peristiwa atau
hubungan yang diperoleh dengan menyimpulkan
informasi dan menafsirkan pesan.
Berdasarkan pendapat-pendapat ahli dan kamus
di atas dapat disimpulkan bahwa persepsi
merupakan proses seseorang mengetahui beberapa
hal melalui pancaindranya dengan memberikan
tanggapan dan menyimpulkan informasi tertentu.
2. Faktor-faktor yang mempengaruhi persepsi
Faktor-faktor yang berperan dalam persepsi
dapat dikemukakan adanya beberapa faktor, yaitu
menurut Walgito (2004:89) sebagai berikut:
a. Objek yang dipersepsi
b. Alat indera, syaraf, dan pusat susunan syaraf
c. Perhatian
3. Proses Pembentukan Persepsi
Proses pembentukan suatu persepsi melewati
beberapa proses seperti penglihatan, pendengaran
dan perabaan melalui alat indera terhadap objek
yang dijadikan perhatian.
1. Pengertian kesiapan
Definisi kesiapan adalah sudah siap atau sudah
disediakan (tinggal memakai saja), sudah bersedia
(untuk), menurut KBBI (Kamus Besar Bahasa
Indonesia). Sedangkan menurut Yusnawati
(2007:11), “kesiapan merupakan suatu kondisi
dimana seseorang telah mencapai pada tahapan
tertentu atau dikonotasikan dengan kematangan
fisik, psikologis, spiritual dan skill”.
Pendapat lain menurut Dalyono (2005 : 52)
mengartikan “kesiapan adalah kemampuan yang
cukup baik fisik dan mental. Kesiapan fisik berarti
tenaga yang cukup dan kesehatan yang baik,
sementara kesiapan mental berarti memiliki minat
dan motivasi yang cukup untuk melakukan suatu
kegiatan”.
Kesiapan adalah keseluruhan kondisi yang
membuatnya siap untuk memberi respon atau
jawaban di dalam cara tertentu terhadap suatu
situasi. Penyesuaian kondisi pada suatu saat akan
berpengaruh pada kecenderungan untuk memberi
respon menurut Slameto (2010:13).
Dari beberapa teori di atas dapat disimpulkan
bahwa kesiapan adalah suatu kondisi yang dimiliki
baik oleh perorangan maupun suatu badan dalam
mempersiapkan diri baik secara mental, maupun
fisik untuk mencapai tujuan yang dikehendaki.
Kesiapan sangat penting untuk memulai suatu
 Survei Tentang Persepsi dan Kesiapan Konselor Terhadap Bimbingan dan Konseling Berdasarkan Kurikulum 2013 di SMA
Jurnal BK UNESA. Volume
Surabaya04 Nomor 03 Tahun 2014, 1-11
Selatan
pekerjaan, karena dengan memiliki kesiapan,
pekerjaan apapun akan dapat teratasi dan dapat
dikerjakan dengan lancar serta memperoleh hasil
yang baik.
2. Aspek-aspek Kesiapan
Suatu kondisi dikatakan siap setidak-tidaknya
mencakup beberapa aspek, menurut Slameto
(2010:14), ada tiga aspek yang mempengaruhi
kesiapan yaitu:
1) Kondisi fisik, mental, dan emosional
2) Kebutuhan atau motif tujuan
3) Keterampilan, pengetahuan, dan pengertian
yang lain yang telah dipelajari.
Selain itu Slameto juga mengungkapkan
tentang prinsip-prinsip readiness atau kesiapan
yaitu:
1) Semua aspek perkembangan berinteraksi
(saling pengaruh mempengaruhi).
2) Kematangan jasmani dan rohani adalah perlu
untuk memperoleh manfaat dari pengalaman.
3) Pengalaman-pengalaman mempunyai
pengaruh yang positif terhadap kesiapan.
4) Kesiapan dasar untuk kegiatan tertentu
terbentuk dalam periode tertentu selama masa
pembentukan dalam masa perkembangan.
C. Peran Guru BK dalam implementasi Kurikulum
2013
ABKIN (2013:32), dalam kelembagaan UPBK
berkinerja sejumlah Guru BK atau Konselor yang
dipimpin oleh seorang koordinator Bimbingan dan
Konseling. Peran mereka masing-masing adalah :
1) Guru BK menyediakan berbagai informasi,
2) Menyediakan instrument dan format
pengumpulan data peserta didik :
3) Menyelenggarakan pengumpulan data dengan
menggunakan isntrumen tes, alat ungkap
masalah, dan format yang ada sehingga Guru
BK atau Konselor memiliki data pribadi
peserta didik
4) Melaksanakan layanan awal arah peminatan
peserta didik, seperti layanan Informasi,
layanan Orientasi, layanan Bimbingan
Kelompok yang mendorong peserta didik
untuk berpikir, merasa, bersikap, bertindak,
dan bertanggung jawab (BMB3) berkenaan
dengan materi arah peminatan yang dibahas.
5) Menegaskan peminatan peserta didik dengan
menggunakan isian format II (arah awal
peminatan).
6) Menyelenggarakan Layanan Penempatan dan
Penyaluran sesuai dengan arah peminatan
studi peserta didik.
7) Menyelenggarakan monitoring dan evaluasi
terhadap keterlaksanaan arah peminatan
peserta didik.
8) Melaksanakan penilaian jangka panjang
(semesteran) sebagai bagian dari penilaian
3
umum pelayanan Bimbingan dan Konseling
secara keseluruhan.
D. Perbedaan Bimbingan dan Konseling pada
KTSP 2006 dengan Bimbingan dan Konseling
berdasarkan Kurikulum 2013
Berdasarkan pada modul pelatihan
implementasi Kurikulum 2013 untuk Guru
BK/Konselor serta berdasarkan pada rambu-rambu
penyelenggaraan Bimbingan dan Konseling dalam
jalur pendidikan formal (2007) dapat disimpulkan
bahwa perbedaan pelaksanaan Bimbingan dan
Konseling pada KTSP 2006 dengan Bimbingan dan
Konseling berdasarkan Kurikulum 2013 adalah
sebagai berikut :
a. Pada KTSP 2006 komponen program Bimbingan
dan Konseling terdapat empat layanan, yaitu
pelayanan dasar bimbingan, pelayanan responsif,
perencanaan individual, dan dukungan sistem.
Dalam implementasi perencanaan individual
terdapat kegiatan orientasi, informasi, konseling
individu, rujukan, kolaborasi, dan advokasi.
Pengembangan diri yang merupakan wilayah
komplementer antara Guru dan Konselor adalah
sebagian dari pelayanan dasar, responsif, dan
perencanaan individual Sedangkan, pada
Kurikulum 2013 layanan peminatan merupakan
program Bimbingan dan Konseling yang berada
dalam layanan perencanaan individual serta berada
dalam lingkup bidang karir. Melalui layanan
peminatan peserta didik dibantu untuk dapat
menentukan pilihan dan merencanakan program
belajar, lanjutan studi, pilihan vokasi dan atau
pilihan karirnya sesuai degan potensi, prestasi dan
minatnya.
b. Pada Kurikulum KTSP Guru BK/Konselor
membantu peserta didik dalam penempatan
penjurusan ketika kenaikan kelas XI, sedangkan
pada Kurikulum 2013 Guru BK/Konselor sejak
awal membantu penempatan peminatan peserta
didik ketika kelas X.
c. Konsep layanan Bimbingan dan Konseling dalam
Kurikulum 2013 tidak sekedar kegiatan yang
melakukan kontak langsung dengan peserta
didik/konseli, tetapi juga menyusun rencana
pelayanan Bimbingan dan Konseling,
melaksanakan pelayanan Bimbingan dan
Konseling, mengevaluasi proses dan hasil
pelayanan Bimbingan dan Konseling, dan
melakukan tindak lanjut , serta memanfaatkan
hasil evaluasi.
d. Waktu pelaksanaan layanan Bimbingan dan
Konseling pada Kurikulum KTSP adalah 1 jam
tatap muka secara klasikal per kelas per minggu.
Sedangkan, waktu pelaksanaan layanan Bimbingan
dan Konseling berdasarkan Kurikulum 2013
menurut ketetapan Permendikbud No.81A Tahun
2013 menyatakan bahwa Bimbingan dan
Konseling pada Kurikulum 2013 masuk kelas 2
(dua) kali tatap muka secara klasikal per kelas per
 minggu dan satu kali kegiatan layanan/pendukung
Bimbingan dan Konseling di luar kelas/di luar jam
pembelajaran ekuivalen dengan 2 (dua) jam
pembelajaran tatap muka dalam kelas.
e. Dalam bimbingan klasikal diterapkan model
experiental learning, yang mana Guru
BK/Konselor mengajak peserta didik untuk belajar
melalui pengalamannya sendiri sehingga dalam
pengambilan keputusan dalam hal ini peminatan
sesuai dengan keputusannya sendiri bukan
merupakan paksaan dari pihak lain.
f. Dalam implementasi layanan peminatan ini
bimbingan kelompok lebih ditekankan adanya
kerjasama antar anggota kelompok dalam
memantapkan keputusannya dalam peminatan di
sekolah.
g. Pada Kurikulum KTSP layanan konseling individu
dilaksanakan ketika siswa memiliki masalah dan
dilaksanakan melalui tahapan identifikasi kasus,
diagnosis, prognosis, treatmen, dan follow up.
Sedangkan, layanan konseling individu pada
Kurikulum 2013 dilaksanakan melalui analisis,
sintesis, diagnosis, konseling dan follow up.
E. Kelebihan Bimbingan dan Konseling
berdasarkan Kurikulum 2013
Menurut ABKIN (2013:5), secara khusus
tujuan pelayanan peminatan peserta didik adalah :
a. Di SMA/MA/SMALB pesrta didik diarahkan
untuk memahami dan mempersiapakan diri
bahwa
1) Pendidikan di SMA/MA/SMALB merupakan
pendidikan untuk menyiapkan peserta didik
menjadi manusia dewasa yang mampu hidup
mandiri di masyarakat.
2) Kemandirian tersebut pada nomor (1)
didasarkan pada kematangan pemenuhan
potensi dasar, bakat, minat, dan keterampilan
pekerjaan/karir.
3) Kurikulum SMA/MA/SMALB memberikan
kesempatan bagi peserta didik untuk memilih
dan mendalami mata pelajaran tertentu sesuai
dengan kecenderungan dasar bakat, dan
minat peserta didik, khususnya peminatan
akademik.
4) Setamat dari SMA/MA/SMALB peserta
didik dapat bekerja di bidang tertentu yang
masih memerlukan persiapan/pelatihan, atau
melanjutkan pelajaran ke perGuruan tinggi
dengan memasuki program studi sesuai
dengan pilihan/pendalaman mata pelajaran
sewaktu di SMA/MA/SMALB.
METODE
Berdasarkan dengan judul permasalahan
penelitian yaitu “Survei Tentang Persepsi dan
Kesiapan Konselor Terhadap Bimbingan dan
Konseling Berdasarkan Kurikulum 2013 di SMA
Surabaya Selatan”, penelitian ini termasuk penelitian
deskriptif jenis survei.
4
Penelitian Survei merupakan salah satu teknik
pengumpulan data yang banyak digunakan dengan
teknik pengumpulan data wawancara, dokumentasi,
observasi, dan lainnya. Survei merupakan metode
pengumpulan data primer dengan memberikan
pertanyaan-pertanyaan kepada responden-responden
secara tertulis (Jogiyanto; 2008: 3).
Penelitian ini menggunakan desain kualitatif,
karena data yang dikumpulkan berupa data kualitatif.
Data kualitatif diperoleh melalui observasi dan
wawancara dengan konselor di sekolah untuk
memperoleh informasi yang lebih dalam mengenai
persepsi dan kesiapan konselor sebelum menerapkan
Kurikulum 2013.
Penelitian ini menggunakan beberapa subyek
sebagai pembanding dan menggunakan teknik
pengumpulan data melalui wawancara dan observasi
dalam memperoleh data yang diperlukan.Dalam
menentukan subyek penelitian ini menggunakan
teknik Cluster Sampling (Area Sampling).
Subyek Penelitian
Daftar Sekolah Surabaya Selatan
No Nama Sekolah
1 SMA Muhammadiyah 4 Surabaya
2 SMA Antartika Surabaya
3 SMA Kartika Wijaya Surabaya
4 SMA Widya Dharma Surabaya
5 SMA Kawung 2 Surabaya
6 SMA Giki 1 Surabaya
7 SMA Gema 45 Surabaya
8 SMA Pamardi Putra
9 SMA Budi Sejati
Dalam uji kredibilitas, peneliti menggunakan
triangulasi teknik. Penelitian ini menggunakan
instrument wawancara dan observasi yang diberikan
pada sumber data yang sama yaitu Guru BK.
Analisis data dalam penelitian ini dilakukan
pada saat pengumpulan data berlangsung, dan setelah
selesai pengumpulan data dalam periode tertentu
dengan menggunakan model interaktif Miles dan
Huberman, meliputi tiga alur antara lain data
reduction (Reduksi Data), data display (Penyajian
Data) dan drawing/verifying (Penarikan Kesimpulan).
HASIL DAN PEMBAHASAN
Pembahasan Hasil Penelitian
1. Dalam penelitian ini, persepsi atau tanggapan
sekolah A, F, G, H dan I sama-sama menyatakan
bahwa Kurikulum 2013 merupakan keputusan yang
sangat bagus untuk diterapkan di sekolah negeri
maupun swasta. Dalam lingkup Bimbingan dan
Konseling dapat membantu siswa dalam proses
peminatannya. Bimbingan dan Konseling
berdasarkan Kurikulum 2013 memberikan
kesempatan pada siswa dalam mengembangkan
kemampuan dan minat yang dimiliki.
Sementara tanggapan atau persepsi Konselor
dalam menyongsong Bimbingan dan Konseling
berdasarkan Kurikulum 2013 menurut sekolah D
 Survei Tentang PersepsiJurnal BK UNESA.
dan Kesiapan Volume
Konselor 04 Nomor
Terhadap
Bimbingan Tahun 2014, 1-11
Surabaya Selatan
menyatakan seolah-seolah seluruh sekolah terburu-
buru dan mendadak untuk mengimplementasikan
Kurikulum 2013. Pasalnya Tahun Pelajaran
2014/2015 seluruh sekolah wajib menerapkan
sehingga mau tidak mau harus melaksanakan
Kurikulum 2013.
Pada sekolah B, C dan E mengungkapkan
bahwa Bimbingan dan Konseling berdasarkan
Kurikulum 2013 merupakan reformasi dari KTSP
2006, dimana Kurikulum 2013 mengacu pada 8
standar nasional dan sangat berperan penting pada
peminatan siswa. Bimbingan dan Konseling dalam
Kurikulum 2013 lebih membantu siswa dalam
mendalami minat dan kemampuannya, membantu
Guru BK jika dalam pertengahan semester siswa
salah masuk jurusan bisa pindah karena ada lintas
minat dan sangat membantu kesiapan siswa untuk
melanjutkan studi lanjut.
Senada dalam seminar nasional Bimbingan dan
Konseling di Hotel Grasia Semarang, menurut
ketua umum pengurus ABKIN Prof. Mungin Eddy
Wibowo (2013) mengemukakan bahwa perubahan
dan penyempurnaan Kurikulum adalah hal yang
lumrah, akan tetapi persepsi yang berkembang di
masyarakat dan isu-isu yang mengemuka membuat
keresahan, kebingungan dan kepanikan bagi Guru
BK. Seminar ini bertujuan untuk menyamakan
persepsi tentang posisi Bimbingan dan Konseling
berdasarkan Kurikulum 2013. Peran Guru BK
dalam implementasi Kurikulum 2013 akan semakin
penting, pasalnya di tingkat Sekolah Menengah
Atas sederajat penjurusan ditiadakan diganti
dengan kelompok peminatan.
(http://unnes.ac.id/berita/kurikulum-2013-peran-
Guru-bk-semakin-pentining/, diakses 15 Januari
2014).
2. Kesiapan Guru BK di sekolah A, C, E, F, G dan I
mengutarakan telah siap dalam
megimplementasikan Bimbingan dan Konseling
berdasarkan Kurikulum 2013 karena implementasi
Kurikulum 2013 wajib bagi sekolah negeri dan
swasta pada tahun pelajaran 2014/2015.
Sementara di sekolah B dan D menyatakan
bahwa mau tidak mau harus siap dalam
menerapkan dan mengikuti pelaksanaan Bimbingan
dan Konseling berdasarkan Kurikulum 2013 karena
ini merupakan ketetapan wajib dari Dinas
Pendidikan bagi seluruh sekolah untuk
mengimplementasikan Kurikulum 2013.
Pada sekolah H mengutarakan bahwa Guru BK
kurang siap dalam mengimplementasikan
Bimbingan dan Konseling berdasarkan Kurikulum
2013 karena perubahan Kurikulum 2013 ini
dirasakan sangat mendesak sehingga membuat
kebingungan bagi Guru BK.
Menurut Mulyasa (2013) faktor yang perlu
diperhatikan dalam penerapan Kurikulum 2013
salah satunya yaitu kesiapan para pelaksananya.
Kesiapan itu sangat ditentukan oleh para pelaksana,
antara lain kesiapan dinas pendidikan daerah dalam
menyongsong Kurikulum 2013, kesiapan kepala
5
03 dan
Konseling Berdasarkan Kurikulum 2013 di SMA
sekolah dalam mengelola penyelenggara
pendidikan dalam satuan pendidikan, kesiapan
Guru mata pelajaran dalam melaksanakan
pembelajaran yang mendidik, kesiapan Guru
Bimbingan dan Konseling yang memandirikan, dan
kesiapan Lembaga Pendidikan Tenaga
Kependidikan (LPTK) menyiapkan lulusan siap
melaksanakan tugas Kurikulum 2013.
3. Pada penelitian ini persiapan yang dilakukan oleh
Guru BK menjelang implementasi Bimbingan dan
Konseling berdasarkan Kurikulum 2013 pada
sekolah A, B, C, D, E, F, G, H dan I Guru BK
mengikuti pelatihan tentang implementasi
Kurikulum 2013 yang diselenggarakan di SMAN 1,
SMA 16, SMK Negeri 5 Surabaya selama 5 hari.
Pada sekolah A, C, D, E dan F persiapan
yang dilakukan oleh Guru BK dalam menyongsong
Bimbingan dan Konseling berdasarkan Kurikulum
2013 sesuai dengan penyataan ABKIN (2013:23)
yang dikemukakan diatas, pada sekolah A, C, D, E
dan F cenderung persiapannya mengarah selain
mengikuti pelatihan implementasi Kurikulum 2013,
Guru BK memberikan pengarahan pada siswa
mengenai minat kelompok belajar, arah mata
pelajaran ke jenjang karir siswa. Ketika PPDB
Guru BK menyiapkan angket minat bekerjasama
dengan pihak yang berwenang, tes intelegensi,
menganalisis nilai raport SMP, nilai UN SMP,
memberikan wawancara dan analisis dukungan
orang tua yang akan diberikan kepada siswa
sebagai proses dalam layanan peminatan. Selain itu
Guru BK juga menyiapkan RPL (Rencana Program
Layanan), bertukar pendapat/berdiskusi bersama
Guru BK lain, mengikuti MGBK (Musyawarah
Guru Bimbingan dan Konseling) dan menyiapkan
LOS (Layanan Orientasi Siswa).
Sementara pada sekolah G dan I persiapan
yang telah dilakukan oleh Guru BK dalam
mengikuti dan menerapkan Bimbingan dan
Konseling berdasarkan Kurikulum 2013 dengan
mengikuti sosialisasi dan pelatihan tentang
Kurikulum 2013, menyediakan infromasi mengenai
peminatan seperti jurusan MIA dan IIS, informasi
tentang minat dan kemampuan yang dimiliki siswa.
Guru BK juga banyak belajar dan mencari
informasi-informasi mengenai Bimbingan dan
Konseling berdasarkan Kurikulum 2013 serta
memberikan kesempatan kepada orang tua dan
siswa untuk berkonsultasi tentang pilihan mata
pelajaran, arah karir, dan pendidikan lanjutan.
Sehubungan dengan persiapan Guru BK di
atas, menurut ABKIN (2013:32), dalam
kelembagaan UPBK berkinerja sejumlah Guru BK
atau Konselor yang dipimpin oleh seorang
koordinator BK. Peran mereka masing-masing
adalah :
1) Guru BK menyediakan berbagai informasi,
untuk pelayanan Bimbingan dan Konseling pada
umumnya, khususnya untuk pelayanan arah
peminatan studi peserta didik, yaitu :
 a) Informasi tentang jalur, jenjang dan jenis
pendidikan, serta keterkaitan masing-masing
dengan jenis/jenjang karir.
b) Informasi tentang kurikulum, meliputi :
 Komponen dan isi kurikulum
 Materi pelajaran wajib dan pilihan
 System pembelajaran
 Peraturan dan disiplin sekolah, termasuk
jadwal pelajaran dan kegiatan lainnya.
c) Informasi tentang :
 Jalur peminatan yang ada (bersumber dari
buku Panduan Peminatan Peserta Didik)
 Pengambilan kredit semester (bersumber
dari buku Sistem Kredit Semester)
 Jalur, jenjang dan jenis pendidikan dan
studi lanjutan (bersumber dari buku
Panduan Studi Lanjutan)
d) Informasi tentang karir dan kesempatan
bekerja
e) Informasi tentang diri pribadi peserta didik,
yang diperoleh melalui aplikasi instrumentasi.
f) Informasi tentang kegiatan ekstrakulikuler.
2) Menyediakan instrument dan format
pengumpulan data peserta didik :
a) Instrumen, antara lain :
 Inventori tentang minat, kecenderungan
khusus
 Inventori (alat ungkap masalah: AUM)
tentang kegiatan belajar, dan masalah yang
dialami peserta didik.
 Tes intelegensi, bakat, kemampuan
skolastik, kecepatan dan ketelitian.
b) Format, antara lain untuk :
 Isian data pribadi peserta didik, orang tua
dan lingkungan
 Isian mata pelajaran pilihan/peminatan
menurut buku Panduan Peminatan Peserta
Didik dan buku Sistem Kredit Semester, dan
buku Panduan Studi Lanjutan.
 Isian pendalaman lintas mata pelajaran dan
lintas peminatan
 Monitoring pelaksana peminatan
 Wawancara arah peminatan
 Kunjungan rumah
 Usulan bantuan keuangan, beapeserta didik
 Kegiatan pembinaan kepeserta didikan
3) Menyelenggarakan pengumpulan data dengan
menggunakan isntrumen tes, alat ungkap
masalah, dan format yang ada sehingga Guru BK
atau Konselor memiliki data pribadi peserta didik
4) Melaksanakan layanan awal arah peminatan
peserta didik, seperti layanan Informasi, layanan
Orientasi, layanan Bimbingan Kelompok yang
mendorong peserta didik untuk berpikir, merasa,
bersikap, bertindak, dan bertanggung jawab
(BMB3) berkenaan dengan materi arah
peminatan yang dibahas.
6
5) Menegaskan peminatan peserta didik dengan
menggunakan isian format II (arah awal
peminatan).
6) Menyelenggarakan Layanan Penempatan dan
Penyaluran sesuai dengan arah peminatan studi
peserta didik.
7) Menyelenggarakan monitoring dan evaluasi
terhadap keterlaksanaan arah peminatan peserta
didik melalui berbagai kegiatan seperti :
a) telaah kehadiran dan kegiatan peserta didik
dalam kelas / kelompok peminatan yang
dimasuki.
b) observasi kegiatan peserta didik dalam
terselenggarakannya aktivitas akademik,
vokasional dan ekstrakulikuler berkenaan
dengan peminatan peserta didik.
c) informasi dari Guru Mata Pelajaran dan Wali
Kelas tentang aktivitas dan kemajuan peserta
didik dalam menjalani kegiatan pelajaran pada
umumnya khususnya dengan peminatan yang
dijalani peserta didik.
7) Melaksanakan penilaian jangka panjang
(semesteran) sebagai bagian dari penilaian umum
pelayanan BK secara keseluruhan.
Lebih lanjut ABKIN (2013:15;23)
menyampaikan 2 (dua) hal yang menjadi
pertimbangan penetapan peminatan peserta didik,
yaitu pilihan peminatan dan kemampuan yang
dicapai peserta didik. Pilihan peminatan terarah
pada kelompok mata pelajaran, lintas mata
pelajaran, dan pendalaman mata pelajaran yang
dijaring melalui angket. Dalam pemilihan
peminatan tersebut, peserta diidk diminta
mempertimbangkan potensi diri, prestasi belajar
dan prestasi non akademik yang telah diperoleh,
cita-cita, minat belajar dan harapan orang tua.
Dalam hal pemilihan dan penetapan peminatan ini,
peserta didik harus membicarakannya dengan orang
tua. Apabila terjadi kesulitan atau ketidakcocokan
antara pilihan peserta didik dengan orang tua, maka
peserta didik dan/atau orang tua dapat berkonsultasi
dengan Guru BK atau Konselor. Sedangkan untuk
mengetahui kemampuan yang dicapai peserta didik
Guru BK/Konselor menganalisi nilai raport kelas
VII, VII dan IX, nilai UN di SMP/MTS, dan
prestasi non akademik. Dari analisis tersebut
ditetapkan kecenderungan peminatan peserta didik
dalam pilihan peminatan kelompok mata pelajaran,
pilihan peminatan lintas mata pelajaran, dan pilihan
peminatan pendalaman mata pelajaran. Bila
tersedia data lain seperti deteksi potensi peserta
didik dan rekomendasi Guru BK/Konselor
SMP/MTS dapat juga dijadikan pertimbangan.
Dalam menjalankan tugasnya Guru BK atau
Konselor jika perlu dapat bekerjasama dengan
petugas yang berwenang menyelenggarakan tes
intelegensi dan tes bakat, dengan Guru Mata
Pelajaran, Wali Kelas, dan Orang tua, serta kepala
satuan pendidikan. Guru BK atau Konselor
melaksanakan dan mengkoordinasikan upaya
pelayanan peminatan secara menyeluruh.
 Survei Tentang Persepsi dan Kesiapan Konselor Terhadap Bimbingan dan Konseling Berdasarkan Kurikulum 2013 di SMA
Jurnal BK UNESA. Volume
Surabaya04 Nomor 03 Tahun 2014, 1-11
Selatan
4. Dalam penelitian ini, perbedaan yang signifikan
pelaksanaan Bimbingan dan Konseling pada
Kurikulum KTSP dengan Bimbingan dan
Konseling berdasarkan Kurikulum 2013 menurut
sekolah E cenderung mengarah pada waktu
pelaksanaan. Menurut sekolah E waktu
pelaksanaan layanan Bimbingan dan Konseling
pada Kurikulum KTSP adalah 1 jam tatap muka (1
x 45 menit) secara klasikal dikelas. Sedangkan,
waktu pelaksanaan layanan Bimbingan dan
Konseling berdasarkan Kurikulum 2013 adalah 2
jam tatap muka (2 x 45 menit) secara klasikal per
kelas.
Pada sekolah A, B, C, D, E, F, G, H dan I
perbedaan yang signifikan pelaksanaan Bimbingan
dan Konseling pada Kurikulum KTSP dengan
Bimbingan dan Konseling berdasarkan Kurikulum
2013 sesuai dengan yang dikemukakan diatas,
Bimbingan dan Konseling pada Kurikulum KTSP
penjurusan dilakukan ketika siswa kelas XI,
sedangkan pada Bimbingan dan Konseling
berdasarkan Kurikulum 2013 penjurusan diganti
dengan layanan peminatan yang dilakukan ketika
siswa di kelas X.
Sementara pada sekolah G dan H perbedaan
yang signifikan pelaksanaan Bimbingan dan
Konseling pada Kurikulum KTSP dengan
Bimbingan dan Konseling berdasarkan Kurikulum
2013 yaitu siswa dituntut harus lebih aktif dari
guru, karena tugas guru mata pelajaran hanya
mengarahkan dan mendampingi dalam proses
KBM (Kegiatan Belajar Mengajar) dikelas. Dalam
aspek penilaian raport Kurikulum 2013 aspek
penilaian lebih mendetail, tidak hanya pengetahuan
siswa saja namun aspek sikap, etika, akhlak juga
sebagai bahan pertimbangan kenaikan kelas siswa.
Jika pada Kurikulum KTSP hanya pemberian
materi setiap mata pelajaran, namun Kurikulum
2013 setiap mata pelajaran wajib memberikan teori
dan praktek.
Selain itu penelitian pada sekolah F
menjelaskan perbedaan yang signifikan
pelaksanaan Bimbingan dan Konseling pada
Kurikulum KTSP dengan Bimbingan dan
Konseling berdasarkan Kurikulum 2013 yaitu jika
pada Kurikulum KTSP Guru BK menyediakan
kartu konseling pada siswa yang bermasalah saja
namun pada Bimbingan dan Konseling berdasarkan
Kurikulum 2013 menyediakan kartu konsultasi
siswa yang bermasalah maupun siswa yang butuh
konsultasi untuk menunjang proses peminatan
siswa.
Berdasarkan pada modul pelatihan
implementasi Kurikulum 2013 untuk Guru
BK/Konselor serta berdasarkan pada rambu-rambu
penyelenggaraan Bimbingan dan Konseling dalam
jalur pendidikan formal (2007) dapat disimpulkan
bahwa perbedaan pelaksanaan Bimbingan dan
Konseling pada KTSP 2006 dengan Bimbingan dan
Konseling berdasarkan Kurikulum 2013 adalah
sebagai berikut :
7
a. Pada KTSP 2006 komponen program Bimbingan
dan Konseling terdapat empat layanan, yaitu
pelayanan dasar bimbingan, pelayanan responsif,
perencanaan individual, dan dukungan sistem.
Dalam implementasi perencanaan individual
terdapat kegiatan orientasi, informasi, konseling
individu, rujukan, kolaborasi, dan advokasi.
Pengembangan diri yang merupakan wilayah
komplementer antara guru dan konselor adalah
sebagian dari pelayanan dasar, responsif, dan
perencanaan individual Sedangkan, pada
Kurikulum 2013 layanan peminatan merupakan
program Bimbingan dan Konseling yang berada
dalam layanan perencanaan individual serta
berada dalam lingkup bidang karir. Melalui
layanan peminatan peserta didik dibantu untuk
dapat menentukan pilihan dan merencanakan
program belajar, lanjutan studi, pilihan vokasi
dan atau pilihan karirnya sesuai degan potensi,
prestasi dan minatnya.
b. Pada kurikulum KTSP Guru BK/Konselor
membantu peserta didik dalam penempatan
penjurusan ketika kenaikan kelas XI, sedangkan
pada Kurikulum 2013 Guru BK/Konselor sejak
awal membantu penempatan peminatan peserta
didik ketika kelas X.
c. Konsep layanan Bimbingan dan Konseling dalam
Kurikulum 2013 tidak sekedar kegiatan yang
melakukan kontak langsung dengan peserta
didik/konseli, tetapi juga menyusun rencana
pelayanan Bimbingan dan Konseling,
melaksanakan pelayanan Bimbingan dan
Konseling, mengevaluasi proses dan hasil
pelayanan Bimbingan dan Konseling, dan
melakukan tindak lanjut , serta memanfaatkan
hasil evaluasi.
d. Waktu pelaksanaan layanan Bimbingan dan
Konseling pada Kurikulum KTSP adalah 1 jam
tatap muka secara klasikal per kelas per minggu.
Sedangkan, waktu pelaksanaan layanan
Bimbingan dan Konseling pada Kurikulum 2013
adalah 2 (dua) jam tatap muka secara klasikal per
kelas per minggu dan satu kali kegiatan
layanan/pendukung Bimbingan dan Konseling di
luar kelas/di luar jam pembelajaran ekuivalen
dengan 2 (dua) jam pembelajaran tatap muka
dalam kelas.
e. Dalam bimbingan klasikal diterapkan model
experiental learning, yang mana Guru
BK/Konselor mengajak peserta didik untuk
belajar melalui pengalamannya sendiri sehingga
dalam pengambilan keputusan dalam hal ini
peminatan sesuai dengan keputusannya sendiri
bukan merupakan paksaan dari pihak lain.
f. Dalam implementasi layanan peminatan ini
bimbingan kelompok lebih ditekankan adanya
kerjasama antar anggota kelompok dalam
memantapkan keputusannya dalam peminatan di
sekolah.
g. Pada Kurikulum KTSP layanan konseling
individu dilaksanakan ketika siswa memiliki
 masalah dan dilaksanakan melalui tahapan
identifikasi kasus, diagnosis, prognosis, treatmen,
dan follow up. Sedangkan, layanan konseling
individu pada Kurikulum 2013 dilaksanakan
melalui tahapan-tahapan sebagai berikut :
a) Analisis
Analisis merupakan langkah awal yang
dilakukan dalam proses konseling dengan
mengumpulkan informasi tentang diri peserta
didik melalui teknik pengumpulan data tes dan
non tes.
b) Sintesis
Hasil analisis yang diperoleh dari pengumpulan
data tentang peserta didik kemudian
dirangkum, digolongkan, serta dihubungkan
dengan data yang telah dikumpulkan sehingga
dapat tergambar keseluruhan pribadi konseli
baik kelebihan maupun kelemahan yang
dimiliki.
c) Diagnosis
Diagnosis merupakan langkah menarik
simpulan secara logis mengenai masalah yang
dihadapi konseli yang diperoleh dari gambaran
pribadi konseli hasil dari analisis dan sintesis.
Pada tahap diagnosis dilakukan identifikasi
masalah, merumuskan sumber-sumber yang
menyebabkan munculnya masalah konseli, dan
prognosis yaitu memprediksi kemungkinan-
kemungkinan yang akan terjadi berdasarkan
data yang ada.
d) Konseling
Konseling merupakan proses keseluruhan
dalam pemberian bantuan kepada konseli. Pada
tahap konseling dilakukan pengembangan
alternatif pemecahan masalah, pengujian
alternatif, dan pengambilan keputusan.
e) Follow Up
Tahap ini merupakan langkah tindak lanjut dari
alterntif yang dipilih dan atau yang telah
dilaksnakan di lapangan.
5. Dalam penelitian di sekolah B, C, D, E, F, G, H dan
I kelebihan Bimbingan dan Konseling berdasarkan
Kurikulum 2013 memiliki kesesuaian dengan hal
yang dikemukakan diatas. Di sekolah B, C, D, E, F,
G, H dan I kelebihan Bimbingan dan Konseling
berdasarkan Kurikulum 2013 pada proses
peminatan di awal kelas X Guru BK dapat
membantu siswa dalam memilih jurusan dan
memantapkan pilihan karirnya untuk ke depan
sesuai dengan bakat, minat dan kemampuan yang
dimiliki.
Sementara pada sekolah A menyampaikan
bahwa kelebihan Bimbingan dan Konseling
berdasarkan Kurikulum 2013 adalah Guru BK lebih
berperan aktif dalam mengarahkan, mengawasi dan
mengevaluasi proses layanan peminatan pada
siswa.
8
Dalam penelitian ini pada sekolah A, B, E dan
F mengutarakan bahwa kelemahan Bimbingan dan
Konseling berdasarkan Kurikulum 2013 adanya
ketidaksesuaian antara ketetapan Kemendikbud
mengenai waktu pelaksanaan layanan Bimbingan
dan Konseling berdasarkan Kurikulum 2013 adalah
2 (dua) jam tatap muka secara klasikal per kelas per
minggu dan satu kali kegiatan layanan/pendukung
Bimbingan dan Konseling di luar kelas/di luar jam
pembelajaran ekuivalen dengan 2 (dua) jam
pembelajaran tatap muka dalam kelas. Namun pada
kenyataannya berbeda dengan ketetapan pada setiap
sekolah bahwa di sekolah yang telah menerapkan
Kurikulum 2013 tidak adanya jam mengajar
Bimbingan dan Konseling dikelas.
Pada sekolah C dan D menjelaskan bahwa
kelemahan Bimbingan dan Konseling berdasarkan
kurikulum 2013 yaitu pada proses pelaksanaan
seperti administrasi lebih rumit, pengisian raport
online dan tugas guru BK semakin berat karena
penjurusan sudah diterapkan ketika siswa masuk ke
kelas X.
Sementara pada sekolah G dan I
mengemukakan bahwa kelemahan Bimbingan dan
Konseling berdasarkan Kurikulum 2013 yaitu siswa
dituntut untuk menjalani mata pelajaran peminatan
dan tidak bisa mempelajari semua mata pelajaran,
karena peminatan telah dilaksanakan di kelas X.
Sedangkan bagi Guru BK dituntut lebih kreativitas
dalam memberikan layanan dan program-program
Bimbingan dan Konseling.
Sesuai dalam ABKIN (2013:5), secara khusus
tujuan pelayanan peminatan peserta didik adalah :
a. Di SMA/MA/SMALB pesrta didik diarahkan
untuk memahami dan mempersiapakan diri
bahwa :
1) Pendidikan di SMA/MA/SMALB merupakan
pendidikan untuk menyiapkan peserta didik
menjadi manusia dewasa yang mampu hidup
mandiri di masyarakat.
2) Kemandirian tersebut pada nomor (1)
didasarkan pada kematangan pemenuhan
potensi dasar, bakat, minat, dan keterampilan
pekerjaan/karir.
3) Kurikulum SMA/MA/SMALB memberikan
kesempatan bagi peserta didik untuk memilih
dan mendalami mata pelajaran tertentu sesuai
dengan kecenderungan dasar bakat, dan minat
peserta didik, khususnya peminatan
akademik.
4) Setamat dari SMA/MA/SMALB peserta didik
dapat bekerja di bidang tertentu yang masih
memerlukan persiapan/pelatihan, atau
melanjutkan pelajaran ke perguruan tinggi
dengan memasuki program studi sesuai
dengan pilihan/pendalaman mata pelajaran
sewaktu di SMA/MA/SMALB.
 Survei Tentang Persepsi dan Kesiapan Konselor Terhadap Bimbingan dan Konseling Berdasarkan Kurikulum 2013 di SMA
Jurnal BK UNESA. Volume
Surabaya Nomor 03 Tahun 2014, 1-11
PENUTUP
Simpulan
1. Sesuai dengan hasil penelitian dan analisisnya,
maka dapat disimpulkan bahwa persepsi atau
tanggapan mengenai Bimbingan dan Konseling
berdasarkan Kurikulum 2013 di sekolah A, B, C,
D, E, F, G, H dan I berbeda-beda. Berdasarkan
wawancara yang dilakukan pada sekolah A, F, G,
H dan I tanggapan atau persepsi Guru BK
mengenai Bimbingan dan Konseling berdasarkan
Kurikulum 2013 merupakan keputusan yang
sangat bagus untuk diterapkan di sekolah negeri
maupun swasta dan bisa memberikan perubahan
yang lebih baik untuk siswa. Sedangkan pada
sekolah D tanggapan Guru BK mengenai
Bimbingan dan Konseling berdasarkan Kurikulum
2013 seolah-seolah seluruh sekolah terburu-buru
dan mendadak untuk mengimplementasikan
Kurikulum 2013. Dan pada sekolah B, C dan E
mengungkapkan bahwa BK berdasarkan
Kurikulum 2013 merupakan reformasi dari KTSP
2006, dimana Kurikulum 2013 mengacu pada 8
standar nasional dan sangat berperan penting pada
peminatan siswa.
2. Salah satu faktor terpenting dalam implementasi
Kurikulum 2013 adalah kesiapan para pelaksana,
salah satunya kesiapan Guru BK. Di sekolah A, C,
E, F, G dan I mengutarakan telah siap dalam
megimplementasikan Bimbingan dan Konseling
berdasarkan Kurikulum 2013. Sementara di
sekolah B dan D menyatakan bahwa mau tidak
mau harus siap dalam menerapkan dan mengikuti
pelaksanaan BK berdasarkan Kurikulum 2013
karena ini merupakan ketetapan wajib dari Dinas
Pendidikan bagi seluruh sekolah untuk
mengimplementasikan Kurikulum 2013.
Sedangkan di sekolah H Guru BK kurang siap
dalam mengimplementasikan Bimbingan dan
Konseling berdasarkan Kurikulum 2013 karena
dirasakan sangat terburu-buru dan mendesak
membuat kebingungan bagi Guru BK.
3. Persiapan yang dilakukan oleh Guru BK di sekolah
A, B, C, D, E, F, G, H dan I dengan mengikuti
pelatihan tentang implementasi Kurikulum 2013
yang diselenggarakan di SMAN 1, SMA 16, SMK
Negeri 5 Surabaya selama 5 hari. Di sekolah A, C,
D, E dan F persiapan yang dilakukan oleh Guru
BK selain mengikuti pelatihan implementasi
Kurikulum 2013, Guru BK memberikan
pengarahan pada siswa mengenai minat kelompok
belajar, arah mata pelajaran ke jenjang karir siswa.
Ketika PPDB Guru BK menyiapkan angket minat
bekerjasama dengan pihak yang berwenang, tes
intelegensi, menganalisis nilai raport SMP, nilai
UN SMP, memberikan wawancara dan analisis
dukungan orang tua yang akan diberikan kepada
siswa sebagai proses dalam layanan peminatan.
Selain itu Guru BK juga menyiapkan RPL,
bertukar pendapat/berdiskusi bersama Guru BK
lain, mengikuti MGBK dan menyiapkan LOS.
Sementara pada sekolah G dan I persiapan yang
04Selatan
telah dilakukan oleh Guru BK dengan mengikuti
sosialisasi dan pelatihan tentang Kurikulum 2013,
menyediakan infromasi mengenai peminatan
seperti jurusan MIA dan IIS, informasi tentang
minat dan kemampuan yang dimiliki siswa. Guru
BK juga banyak belajar dan mencari informasi-
informasi mengenai BK berdasarkan Kurikulum
2013 serta memberikan kesempatan kepada orang
tua dan siswa untuk berkonsultasi tentang pilihan
mata pelajaran, arah karir, dan pendidikan
lanjutan.
4. Perbedaan Bimbingan dan Konseling pada
Kurikulum KTSP dengan Bimbingan dan
Konseling berdasarkan Kurikulum 2013 pada
sekolah E menjelaskan waktu pelaksanaan layanan
BK pada Kurikulum KTSP adalah 1 jam tatap
muka (1 x 45 menit) secara klasikal dikelas.
Sedangkan, waktu pelaksanaan layanan BK pada
Kurikulum 2013 adalah 2 jam tatap muka (2 x 45
menit) secara klasikal per kelas. Guru BK di
sekolah A, B, C, D, E, F, G, H dan I
mengemukakan Bimbingan dan Konseling pada
Kurikulum KTSP penjurusan dilakukan ketika
siswa kelas XI, sedangkan pada Bimbingan dan
Konseling berdasarkan Kurikulum 2013
penjurusan diganti dengan layanan peminatan
yang dilakukan ketika siswa di kelas X. Sementara
pada sekolah G dan H menjelaskan perbedaannya
yaitu siswa dituntut harus lebih aktif dari Guru,
tugas Guru mata pelajaran hanya mengarahkan dan
mendampingi dalam proses KBM dikelas.
Penilaian raport Kurikulum 2013 aspek penilaian
lebih mendetail, tidak hanya pengetahuan siswa
saja namun aspek sikap, etika, akhlak juga sebagai
bahan pertimbangan kenaikan kelas siswa.Jika
pada Kurikulum KTSP hanya pemberian materi
setiap mata pelajaran, namun Kurikulum 2013
setiap mata pelajaran wajib memberikan teori dan
praktek. Selain itu di sekolah F menjelaskan jika
pada Kurikulum KTSP Guru BK menyediakan
kartu konseling pada siswa yang bermasalah saja
namun pada Bimbingan dan Konseling
berdasarkan Kurikulum 2013 menyediakan kartu
konsultasi siswa yang bermasalah maupun siswa
yang membutuhkan konsultasi untuk menunjang
proses peminatan siswa.
5. Kelebihan Bimbingan dan Konseling berdasarkan
Kurikulum 2013 di sekolah B, C, D, E, F, G, H
dan I pada proses peminatan di awal kelas X Guru
BK dapat membantu siswa dalam memilih jurusan
dan memantapkan pilihan karirnya untuk ke depan
sesuai dengan bakat, minat dan kemampuan yang
dimiliki. Di sekolah A menyampaikan bahwa Guru
BK lebih berperan aktif dalam mengarahkan,
mengawasi dan mengevaluasi proses layanan
peminatan pada siswa. Sedangkan kelemahan
Bimbingan dan Konseling berdasarkan Kurikulum
2013 di sekolah A, B, E dan F mengutarakan
bahwa adanya ketidaksesuaian antara ketetapan
Kemendikbud mengenai waktu pelaksanaan
layanan BK pada Kurikulum 2013 adalah 2 (dua)
9
 jam tatap muka secara klasikal per kelas per
minggu. Namun pada kenyataannya berbeda
dengan ketetapan pada setiap sekolah bahwa di
sekolah yang telah menerapkan Kurikulum 2013
tidak adanya jam mengajar BK dikelas. Pada
sekolah C dan D menjelaskan bahwa pada proses
pelaksanaan seperti administrasi lebih rumit,
pengisian raport online dan tugas Guru BK
semakin berat karena penjurusan sudah diterapkan
ketika siswa masuk ke kelas X.Sementara pada
sekolah G dan I mengemukakan bahwa siswa
dituntut untuk menjalani mata pelajaran peminatan
dan tidak bisa mempelajari semua mata pelajaran,
karena peminatan telah dilaksanakan di kelas X.
Sedangkan bagi Guru BK dituntut lebih kreativitas
dalam memberikan layanan dan program-program
Bimbingan dan Konseling.
Saran
Penelitian ini diharapkan bermanfaat bagi Guru BK
dan khususnya bagi sekolah yang dijadikan tempat
untuk penelitian, peneliti memiliki beberapa saran untuk
sekolah yang dijadikan tempat penelitian. Beberapa
saran tersebut diantaranya adalah:
1. Bagi Guru BK sekolah
Alangkah baiknya apabila di sekolah baik yang telah
dan yang akan mengimplementasikan Kurikulum
2013 dalam lingkup Bimbingan dan Konseling
mengikuti ketetapan Kemedikbud mengenai waktu
pelaksanaan layanan BK pada Kurikulum 2013 adalah
2 (dua) jam tatap muka secara klasikal per kelas per
minggu dan satu kali kegiatan layanan/pendukung
bimbingan dan konseling di luar kelas/di luar jam
pembelajaran ekuivalen dengan 2 (dua) jam
pembelajaran tatap muka dalam kelas. Karena ketika
peneliti mengadakan penelitian mengenai Bimbingan
dan Konseling berdasarkan Kurikulum 2013 banyak
sekolah yang tidak ada jam mengajar BK di kelas.
Selain itu sebaiknya jika Guru BK dapat bekerjasama
dengan pihak-pihak yang berwenang dalam proses
layanan peminatan agar nanti ketika sekolah sudah
menerapkan Kurikulum 2013 kegiatan Bimbingan
dan Konsleing dapat berjalan dengan optimal.
2. Bagi peneliti lain
Diharapkan hasil penelitian ini dapat memberikan
referensi bagi peneliti lain untuk melakukan
penelitian sejenis terkait dengan implementasi
Bimbingan dan Konseling berdasarkan Kurikulum
2013.
DAFTAR PUSTAKA
ABKIN.2013. Panduan Khusus Bimbingan dan
Konseling. Pelayanan Arah Peminatan
Peserta Didik. Jakarta: ABKIN
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu
Pendekatan Praktik (Edisi Revisi 2010-
Cetakan Keempatbelas). Jakarta: PT. Rineka
Cipta
10
Damanik, Ericson. Teori R dan R. [Online],
(http://sondyi.blogspot.com/2013/05/pengertia
n-konselor.html, diakses sabtu 18 januari
2014)
Darminto, Eko. 2007. Teori-Teori Konseling. Surabaya:
Unesa University Press
Departemen Pendidikan Nasional.2008. Kamus Besar
Bahasa Indonesia Pusat Bahasa. Jakarta: PT
Gramedia
HM, Jogiyanto. 2008. Pedoman Survei Kuesioner.
Yogyakarta: BPFE
Moleong, Lexy J. 2012. Metodologi Penelitian
Kualitatif. Bandung: PT Remaja Rosdakarya
Mulyasa. 2013. Pengembangan dan Implementasi
Kurikulum 2013. Bandung: Remaja
Rosdakarya
Sidiq, Fajar. 2013. Tingkat Kesiapan Penerapan
Kurikulum 2013 Dalam Pembelajaran Biologi
di MAN Indramayu. Cirebon: IAIN Syekh
Nurjati Cirebon. [online],
(http://iaincirebon.academia.edu/fajarsidiq,
diakses 20 januari 2014)
Singarimbum, Masri & Effendi, Sofian. 1989. Metode
Penelitian Survai. Jakarta: LP3ES
Sudrajat, Akhmad. 2012. Uji Publik Kurikulum 2013.
[Online],
(http://akhmadsudrajat.wordpress.com/2012/12
/01/uji-publik-Kurikulum-2013-secara-online/
diakses 31 Juli 2014)
Sugiyono. 2011. Metode Penelitian Pendidikan.
Bandung: Alfabeta CV
Sugiyono. 2012. Metode Penelitian Kuantitatif
Kualitatif Dan R&D. Bandung : Alfabeta CV
Sukmadinata, Nana Syaodih. 2010. Metode Penelitian
Pendidikan. Bandung: PT Remaja Rosdakarya
Sobur, Alex. 2009. Psikologi Umum. Bandung: Pustaka
Setia
Syarifudin.2013. Penerapan Kurikulum 2013 Masih
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apan-Kurikulum-2013-masih-alami-
kendala/42349 diakses 25 Januari 2014)
Tim Redaksi. 2008. Kamus Besar Bahasa
Indonesia.Jakarta: PT Gramedia Pustaka
Utama
Tim. 2013.Modul Kurikulum 2013 dan Profesionalisasi
Bimbingan dan Konseling. Bogor: PPPPTK
Penjas dan BK
Walgito, Bimo. 2004. Pengantar Psikologi Umum.
Yogyakarta: Andi Yogyakarta
Wibowo, Mungin Eddy. 2013. Kurikulum 2013, Peran
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 Available online at www.sciencedirect.com

ScienceDirect
Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387

3rd World Conference on Psychology and Sociology, WCPS- 2014

Teachers’ Perceptions toward School Counselors in Selected Private

Schools in Lebanon
Racha Khansaa*
a
PhD Candidate Counseling- MUBS

Abstract

The purpose of the current study is to investigate teachers' perceptions toward school counselors in Lebanon. Semi-structured
interviews were conducted with 100 teachers from 13 private schools in Lebanon. The interview questions were adapted from
Amatea and Clark (2004), and Beesley (2005), who interviewed teachers concerning their perceptions toward counselors in their
schools. The interviews were analyzed mainly using descriptive qualitative grounded theory in order to identify how teachers
perceive counselors and the various rationales behind their perceptions. The sampled teachers held varied perceptions, some
negative and some positive, depending on their personal experiences with counseling.
© 2015
© 2015TheTheAuthors.
Authors.Published
Publishedbyby Elsevier
Elsevier Ltd.Ltd.
This is an open access article under the CC BY-NC-ND license
Peer-review under responsibility of Academic World Education and Research Center.
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center
Keywords: teachers, perception, counselors

1. Introduction

The function of school counselors has hugely changed since 1960. Before the 20th century, school counselors
didn’t exist. It was the teachers’ responsibility to use a few minutes from their period to help students (Bawers &
Hatch, 2002).
Beginning with the industrial revolution in the 1900’s, Schmidt (1999) stated that schools depended on teachers
as being responsible to tackle the private, social, and vocational support to students. In the 1940’s & 1950’s a new
form of school guidance was produced by E.G Williamson, which emphasized teaching skills (Kuhn, 2004). After
the 1960’s, professionals began identifying the role of the school counselor. Today, a school counselor identifies
objectives and purposes, evaluates students’ desires, and guides services within the schools curriculum (Quast,

* Racha Khansa. Tel.: +0-324-895-6123.

E-mail address: rkhansa@mubs.edu.lb

1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center
doi:10.1016/j.sbspro.2015.03.411
382 Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387

2003). In addition, school counselors serve as leaders and are an indispensable part of the student’s learning
curriculum. They can help individual students or students in groups (ASCA, 1999). They assist students resolve or
adapt with any developmental modifications.
Usually, elementary students’ developmental problems would include trying to understand themselves, their
peers, family and school. They will be trying to identify what they value. Therefore, the counselors’ job would be to
resolve, direct and aid students regarding their self image, value, self-assurance and peer’s family interactions
(Kuhn, 2004). Students during intermediate school would be trying to recognize their individual personality and
would obey the rules of their friends rather than their family. Therefore, the counselor edifies students’ skills that
are desired and aids students to balance between the secondary levels; the students would assess their skills and
power and start scheduling for their future. Therefore, the counselor strives to improve their decision making
process regarding their future. He/She provides guidance, support and professional assistance. The definition of the
role of the school counselor and the tasks they actually engage in on the ground, however, are continuously modified
through the perceptions and expectations of parents, teachers, and administrators (Stone & Dahir, 2006). This may
be especially true in Lebanon, as school counseling is still considered a relatively new profession and has not been
formally included in the education process; thus characterizing it with more flexibility but also more ambiguity. In
fact, gaining an understanding of the perceptions and expectations of those involved in shaping and upholding the
counselors’ roles are key in understanding what counselors can offer, what can be expected of their work in the
school, and how improvements can be made. This information may also be instrumental in assessing some of the
main elements that need to be included in Lebanese school counselors’ training.

1.1. Significance of the Study

It can be seen that this study is important because it sheds light on how teachers view school counseling. It will
contribute to the entire school body, since it will give schools new missions and visions specifically for education in
the 21st century. It will also motivate schools and teachers to take on a more positive attitude. Moreover, it will
open new prospects for additional research that will carry on along the same line and try to reaffirm the results
achieved in this research by conducting parallel research in the different parts of the country.

2. Literature Review
In recent decades, school counselors have become an increasingly valued addition to school systems worldwide.
In fact, a number of countries have passed laws that require their schools to be staffed with counselors (Amatea &
Clark, 2004). The ASCA (2005) generally defines school counselors as specialized trained educators who work in k-
12 schools to provide educational, job, college willingness, and individual/social competencies to students. Their
main tasks usually involve advising students and addressing their academic readiness, as well as conducting
individual and group counseling. School counselors interact and collaborate consistently with teachers and this
relationship plays an important role in the dynamics and the success of the counselors’ work, especially since
teachers are in the best position to assess a number of student outcomes and to refer them to and evaluate
counseling. According to Beesley (2005), teachers are the first and most effective assessors of counselors.
Counselors also work with parents and administrators in order to assist in the improvement of the students’
educational environment at large.
The definition of the role of the school counselor and the tasks they actually engage in on the ground however are
continuously modified through the perceptions and expectations of parents, teachers, and administrators (Stone &
Dahir, 2006). This may be especially true in Lebanon as school counseling is still considered a relatively new
profession and has not been formally included in the education process, thus characterizing it with more flexibility
but also more ambiguity. In fact, As such, gaining an understanding of the perceptions and expectations of those
involved in shaping and upholding the counselors’ role are key in understanding what counselors can offer and what
can be expected of their work in the school, and how improvements can be made. This information may also be
instrumental in assessing some of the main elements that need to be included in Lebanese school counselors’
training.
 Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387 383

Although school counseling seems to be gradually gaining more acceptance in Lebanon, especially since the July
2006 war and the role that counseling services played in its aftermath, advancements have been slow despite
repeated calls for the development of such services over the decades (Ayyash-Abdo, Alamuddin, & Mukallid, in
press). Consequently, existing empirical research that can inform the important and needed process of developing
school counseling services that fit the needs of students and the society in Lebanon is very limited. As such, the
study of the perceptions of schoolteachers towards counselors in their schools is timely and necessary. For the
purpose of this study, “teachers’ perceptions” is used to refer to how teachers conceive of the role and tasks of the
counselor, in the absolute and in relation to their own role and tasks, and to the expectations they have of the
counselor. Because private schools in Lebanon offer the most developed services and house the majority of
Lebanese students, the focus of the current study and following discussions will be on school counseling within the
private sector.
A substantial number of researchers have studied teachers’ perceptions toward school counselors, most of which
took place within Western samples with a few emanating from Lebanon or other Arab nations. As teachers’
perceptions vary widely across schools and different regions, a broad review of the literature is necessary. Some
studies showed positive perceptions of teachers while others revealed negative perceptions.
Much of the research on the topic emanating from the West has reported positive attitudes towards school
counselors on the part of teachers. For example, Cusky (1996) examined the perceptions of 152 teachers in public
elementary schools and found that they viewed counselors to be most effective in consultation and support for
teachers and individual counseling for students. Amatea and Clark (2004) studied the perceptions of 23 teachers in
elementary, middle, and high schools, concerning the importance of school counseling services. The results showed
that teachers emphasized the need for the counselors’ support for classroom instructions, and their importance in
directing students with special needs to appropriate resources. In her survey of 188 teachers across the American
Southwest, Beesley (2005) found that her participants were satisfied with the counseling services in their schools.
Similarly, Gibson (1990) and Oyaziwo & Imonikhe (2002) examined how teachers envision the job of school
counselor at the secondary level and found positive perceptions all around.
On the other hand, a few studies revealed negative perceptions towards school counselors. For example Stelzer
(2003) surveyed 100 elementary teachers and found that only a few of them understood the job of the counselor and
what counseling actually is. Moreover, Valine, Higgins, and Hatcher (1980) found that teachers in their sample
viewed counselors as ineffective.

2.1 Perceptions towards School Counseling in Lebanon and the Arab Region

The Arab world spreads from the Atlantic Ocean in the west to the Persian Gulf in the east, and from the
Mediterranean Sea in the north to the Central African and the Indian Ocean in the south. The Arab world consists of
23 countries including Saudi Arabia, Lebanon, Syria, Kuwait, United Arab Emirates, Iran, Iraq, Morocco, Sudan,
Egypt, Palestine, Jordan, Qatar, Oman, Libya, Mauritania, Tunisia, Bahrain, Algeria, Yemen, Comoros Islands,
Djibouti, and Western Sahara. For these Arab nations, existing research on school counseling indicates differing
attitudes towards school counseling across these countries. Generally speaking, research concerning attitudes
towards school counselors in Arab countries is rather modest, but general research on the topic mainly indicates a
positive general attitude, whereby school counseling is viewed as influential and necessary (Al- Amir & Brinson,
2006; Saleh, 1987; Al-Sarraf, 1997; Samaneh, 2000). A survey conducted by Saleh (1987) showed that most
teachers in Kuwait were satisfied by the counseling services even though few schools had counselors. In Kuwait, Al
Sarraf (1997) found that teachers believe counseling to be very essential to the quality of their schools. Similarly,
Al-Amir and Brinson (2006) found that students and teachers consider counseling as essential in the United Arab
Emirates. These findings indicate that counseling as a profession is still young in the Arab region, but seems to be
growing and gaining some interest; although it remains to be further understood and accepted by teachers and
parents. Resistance to counseling is still present however, for example El Sherbeiny and Ayab (1995) found that
most Kuwaiti's prefer to seek traditional healers to deal with psychological problems than to seek a counselor’s
384 Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387

services. Soliman (1994) stated that only five out of the 23 Arab countries provide either a diploma or a Master of
Art in counseling. The universities of Jordan, Kuwait, Qatar, Riyadh, and Ain Shams offer degree programs in
counseling (Wehrly, 1995).
In Lebanon, it seems that resistance to school counseling and the stigma associated with it has been decreasing
during recent years. This new acceptance for school counselors may be due to the obvious effects of war, conflict,
and ensuing political and social instability on children who are faced with difficulties in their everyday lives.
Lebanon has faced several wars since the 1980s to the present time. Children had to hide in shelters, watch close
family members and friends get injured or die, go to school under dangerous conditions and be surrounded by talk of
war and politics. Families were often separated or taken apart due to the pressure and difficulties of these wars, or
due to changes in living conditions. These issues permeated in the school environment leading to sectarian fighting
between children and tense school climates.
Consequent academic difficulties lead the government to introduce law 1030 in 1997, which requires every
public school to have a guidance counselor to help students adapt to their social surroundings. This was also
instigated by the projected challenges that had arisen from the introduction of a new national curriculum. However,
only 70 out of the 1500 public schools have a guidance counselor (Hamzeh, 2008). With the help of UNICEF, a
number of school practitioners were selected and signed up in a preparation program that shaped what they called
“guidance counselors” (Hamzeh, 2008). In 2002, 120 teachers who had a minimum BA in psychology, sociology, or
philosophy, were trained to use “preventive developmental approach to school counseling.” Nonetheless, school
counseling in Lebanon today still needs a lot of work. Counselors work under very difficult conditions, with very
little support and room for advancement (Ayyash-Abdo, Alamuddin & Mukallid, 2010). Additionally, Hamzeh
(2008) found that teachers and students in Lebanon hold very different perceptions and expectations of their school
counselors. For example, she found out that parents and students agreed on the same perception concerning the
roles of the counselor, such as consultation. As for teachers, they had different views when it came to implementing
the role of the counselor in the Lebanese schools. As such, assessing the perceptions of teachers towards school
counselors consists of a first step towards gathering empirical data that can help promote the role and job of
counselors in meaningful ways.

3. Methodology

3.1 Purpose of the Study

Teachers’ perceptions of school counseling have been researched excessively, but not efficiently in the Arab
World, especially in Lebanon. The purpose of this research is to assess teachers’ perception of school counseling in
Lebanon. The research questions consisted of 9 questions adapted from: Amatea and Clark (2004), and Beesley
(2005). Questions 3 and 4 are adapted from Amatea andClark (2004) and questions 5, 6, 7, and 8 adapted from
Beesley (2005) in order for the data to be organized in themes based on Grounded Theory analysis.

3.2 Hypothesis

It is expected that the sampled Lebanese teachers will hold both negative and positive perceptions toward school
counselors. Negative views may be engendered by the low level of exposure to counseling and to the existing stigma
towards counseling and mental health services at large. Based on my personal experience as a teacher, schools in
Lebanon are not well prepared to have counselors on staff. Teachers or psychologists are often the ones engaging in
the work of the school counselor, which might add further confusion. In fact Hamzeh (2008) found that Lebanese
teachers had misconceptions concerning the role of the school counselor. On the other hand, positive perceptions
are likely to arise in light of the recent relative openness to counseling and mental health services in the country.
Therefore, school teachers in private Lebanese schools will be interviewed and surveyed concerning their
perceptions towards counselors in their schools in order to clearly understand their stance.
 Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387 385

3.3 Method of Sample and Data Collection

The participants will consist of 100 elementary, intermediate, secondary, and high school teachers from 13
different private schools. The schools were chosen randomly based on previous phone calls to check if they would
approve a meeting. Participating teachers will be selected randomly and interviewed based on availability. The
principals and administration of each school will be contacted beforehand in order to schedule an appointment for
the teacher interviews, which will take place at the school itself. No incentives will be offered for participation in the
study.

3.4 Instrument

Conducting interviews is one way of collecting data in a qualitative study. Interviews allow the researcher to
explore the interviewee’s mind and obtain information related to the interviewee’s values, attitudes, and abstract
thinking. The interview questions were semi-structured in order to gain answers for defined questions. The items
included both open-ended and close-ended questions. Because the instrument is designed and tailored for this study,
there are no measures of validity or reliability provided yet.

3.5 Data Collection

The teachers were contacted in order to get their approval and consent to carry out this study. The interviews
were conducted during the spring semester of 2008-2009. The researcher interviewed the teachers after informing
them of the purpose and the reason for the study.

3.6 Data Analysis

The answers of the interview questions were transcribed in order to be analyzed. For each of the ten questions,
the ratio of the possible answers was obtained.

4. Results

The interview results were analyzed using constant comparative analysis (Glaser, 1976). Through this qualitative
method, the interview results are analyzed a number of times until overarching categories of meanings generated by
interviewees are identified. The analysis revealed the following four key themes which are further discussed below:
solving problems, collaboration and support, referral, disadvantages of school counseling, and improvement of
counseling.

5. Discussion

Teachers who were consulted symbolize a population that varies in knowledge, background, and the level of the
school at which they teach. They expressed several worries about their needs and feelings toward counselors. The
themes extracted from the results reveal teachers’ perceptions and attitudes toward school counselors. A number of
important themes were found. Most teachers know some of the roles of the counselor even if they do not have a
licensed school counselor in their school or even if they did not have a counselor at all. They identified the job of
the counselor based on what the counselor does in their schools. If the counselor was only helping students deal with
psychological problems, that is what they mentioned as most important job. Since teachers did not have enough
workshops to know the exact job of the counselor, they were general and unspecific. Most teachers interviewed are
aware of the fact that a student’s academic achievement might be blocked if he/she is facing any kind of
nonacademic problem, however, not all of them would refer to the counselor but instead deal with it on their own.
That could be the case due to our culture and religion that makes the family comes first. Moreover, they know that
the counselor cannot work alone, he/she needs the teacher who usually refers the case to him. Most teachers who
386 Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387

accepted the help of the counselor knew the difference between their job and his/her job. They understood that they
detect or identify the problem in the classroom while teaching and the counselor then deals with it outside the
classroom. Teachers with the longest teaching experience had different and negative perceptions of school
counselors and this may be due to their having been tried at a time where school counseling was not yet present and
such services were looked down upon or misunderstood. One teacher who has been teaching for 25 years social
studies believed that he/ she needs to write the assessment exams since she had never contacted or talked to the
counselor in her school that might be the reason why she thought that his/her job is to write the midterm exam.
Teachers knew that the counselor is of benefit to the school and he/ she is not there to take over their job, which
is very important. They are also very well aware of the disadvantages of the counselor and each teacher based the
disadvantage on what is going on in her/ his school. For example, one teacher explained that students can leave the
class to go see the counselor whenever he/she wants, which was confirmed by the counselor at that school.
Therefore, that teacher felt that if a student hates math for example, they would use the counselor as an excuse to
leave class. Other teachers mentioned that counselors are not well trained or lack enough counseling courses since
their counselors are either fresh graduate with a general counseling degree or have a psychology degree.
None of the Lebanese teachers in the sample are satisfied with the counseling services in Lebanon, which
contradicts other studies done in the UK and the United States; and reaffirms findings from the Arab World. For
example, Huntwork (2005) concluded that the majority of the teachers are satisfied with the counseling services by
their schools. Al-Sarraf (1997) on the other hand found that Kuwaiti teachers are not satisfied with the counseling
services in their country, although they believe it is essential. Day (1983) also noted that most people in Arab
countries are not satisfied with school counseling. In Lebanon, most teachers explained the need for more counselors
that is due to the fact that School Counseling is a new Masters program that did not exist before. Therefore, most
counselors working in schools are either foreigners or with different major. One teacher is totally dissatisfied not
because her school does not offer counseling but because the parents need to pay the fees after each session which is
totally unacceptable.

6. Limitations

The results of this study are limited by the fact that it included 100 teachers from private urban schools only.
Therefore, it is difficult to generalize the results. Furthermore, the researcher interviewed the teachers, which could
have altered the teachers’ responses since they knew why they are being interviewed.

7. Conclusions and Recommendations

In conclusion, there is still a need for school counselors to further cooperate with teachers concerning the
counselor’s role and responsibilities in order to improve counseling in schools. Furthermore, counselors need to plan
more workshops and seminars to guide teachers and educate parents. In addition, the Ministry of Education should
begin a strategy in order to incorporate school counseling into all schools. The Ministry of Education needs to state
the objectives and procedures concerning the rules, applications and authorization of the school counselor. As for
higher education institutions, they are the ones responsible for improving school counseling by adding more courses
and seminars for those majoring in counseling. In addition, the counseling program should become a major and not
only an emphasis as is the case at present. Finally, counseling should be a free service offered by schools, which
will encourage parents to seek the counselor’s help when their child faces a problem.
A recommendation for further study would be to replicate this study using a larger sample. Moreover, the
teacher should also be interviewed after two or three years to check how their understanding of school counseling
has changed over the years. This would allow for a more thorough assessment of the teachers’ perceptions.
 Racha Khansa / Procedia - Social and Behavioral Sciences 185 (2015) 381 – 387 387

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