Keterampilan psikologi model bimbingan konseling \"Proaktif\"

Nuryati Atamimi, Dra.,SU., Prof. Dr. Johana E. Prawitasari

2011 | Disertasi | S3 Psikologi

Pendidikan merupakan sebuah indikator penting untuk mengukur kemajuan suatu bangsa. Guru BK mempunyai peranan penting dalam mewujudkan kualitas anak didik sebagai indikator kualitas kegiatan belajar mengajar. Latar belakang masalah adalah karena ada kesenjangan antara kebutuhan akan guru BK dan ketersediaan guru BK, Persepsi yang kurang positif terhadap guru BK diduga menjadi sebab berkurangnya minat calon guru untuk menjadi guru BK sehingga beberapa program BK di tingkat Perguruan Tinggi ditutup. Pelatihan keterampilan psikologis Model BK “PROAKTIF” dirancang dengan tujuan membantu meningkatkan fungsi lembaga BK khususnya guru BK menjadi tempat yang efektif, efisien, aman dan nyaman bagi siswa khususnya dan kalangan terkait pada umumnya (orangtua siswa, sesama rekan guru, personil sekolah). Dasar konseptual penelitian ini adalah pengembangan dan peningkatan diri yang dibutuhkan guru BK untuk dapat melaksanakan tugas secara profesional berdasarkan pada need assessment mereka. Hipotesis yang diajukan adalah ada pengaruh positif signifikan pelatihan keterampilan psikologis Model BK “PROAKTIF” terhadap peningkatan skor rerata variabel tergantung. Metode penelitian ini dirancang dalam empat tahapan yaitu: survei, kegiatan eksperimen, monitoring dan analisis data penelitian. Sebagai variabel bebas: adalah pelatihan keterampilan psikologis Model BK “PROAKTIF”, Variabel tergantung: adalah persepsi terhadap diri, persepsi terhadap profesi sebagai guru BK, harga diri, kepercayaan diri, kepuasan kerja dan motivasi kerja yang dipilih berdasarkan pada need assessment di tempat penelitian dan konsep teoritis yang menekankan pada peranan 6 variabel tersebut terhadap peningkatan kualitas diri individu. Aktivitas pelatihan keterampilan psikologis Model BK “PROAKTIF” dilakukan berpedoman pada modul yang disusun berdasarkan pada need assessment di lapangan penelitian. Subjek eksperimen adalah guru BK SMP di Kabupaten Bangka dengan jumlah 21 orang sedangkan sebagai kelompok kontrol adalah 20 orang guru SMP di Kabupaten Bangka Tengah. Pelatihan dilakukan dalam waktu 3 hari 2 malam selama 30 jam efektif. Alat pengumpulan data adalah skala pengukuran psikologis, yang terdiri dari Skala 1a (Persepsi Diri); Skala 1b (Persepsi terhadap Profesi); Skala 2 (Harga Diri); Skala 3 (Kepercayaan Diri); Skala 4 (Kepuasan Kerja); dan Skala 5 (Motivasi Kerja). Desain eksperimen yaitu The untreated control group design with pretest and post-test. Teknik analisis data One Way Analysis of variance. Hasil analisis data menemukan bahwa ada perbedaan signifikan antara kelompok kontrol dengan kelompok eksperimen pada rerata skor semua variabel tergantung dengan mengontrol skor rerata pre-test nya. Hal ini berarti ada pengaruh pelatihan keterampilan psikologis Model BK “PROAKTIF” terhadap peningkatan rerata skor variabel tergantung. Pada post-test 1 maupun post-test 2 follow-up, semua variabel tergantung menunjukkan ada peningkatan skor rerata kelompok yang signifikan (p < 0,05). Hal ini menunjukkan bahwa pelatihan keterampilan psikologis Model BK “PROAKTIF” mampu meningkatkan persepsi terhadap diri, profesi, harga diri, kepercayaan diri, kepuasan kerja dan motivasi kerja guru BK. Jika dilihat dari skor rerata kasar, nampak terjadi penurunan skor rerata dan SD pada saat postest follow-up 2 setelah jarak waktu 10-12 bulan dilaksanakan pelatihan. Hal tersebut menunjukkan bahwa Model BK “PROAKTIF” akan menjadi lebih efektif jika dilaksanakan secara berkala untuk menjaga stabilitas dan konsistensi peningkatan kualitas kerja guru BK, khususnya pada variabel tergantung yang diteliti yaitu persepsi terhadap diri, persepsi terhadap profesi sebagai guru BK, harga diri, kepercayaan diri. kepuasan kerja dan motivasi kerja.

Education is an important indicator to measure the progress of a nation. GC teachers have an important role in improving the quality of the students as an indicator of the quality of teaching and learning activities. The background of the problem is the discrepancy between the supply and demand of GC teachers. The existing perception holding views that does not benefit GC teacher profession may also be the reason why the interest in becoming GC teachers decreases, resulting in the closing of some GC programs in university level. “PROAKTIF” model of psychological skill training is designed with the aim to help improve the function of GC teachers in particular and GC institution into an environment that is effective, efficient, safe, and comfortable for students in particular and related circles in general (parents, fellow teachers, school personnels). The conceptual basis of the research are self development and improvement needed by GC teachers in order for them to be able to carry their professional task based on their need assessment. The proposed hypothesis is that the “PROAKTIF” psychological skill training poses a significant positive effect on the average score of the dependent variables. This research method is designed in four stages, namely: survey, experimental activities, monitoring and research data analysis. As independent variables: “PROAKTIF” model of psychological skills training; as dependent variable: the perception of self, perception of the profession as a GC teacher, self-esteem, self-confidence, job satisfaction and work motivation are selected based on the need assessment in research and theoretical concepts that stresses on the role of the six variables in the individual self-improvement. The “PROAKTIF” model of Psychological skill training activity is conducted on the basis of modules that have been constructed based on the need assessment in the field of research. The subjects of the experiment are 21 guidance and counseling teachers from junior high schools in Bangka District while the control group consists of 20 junior high school GC teachers in the district of Central Bangka. The training was done within three days and two nights in 30 effective hours. The data collection tool is the scale of psychological measurement, which consists of Scale 1a (Self-Perception); Scale 1b (Perception of the Profession); Scale 2 (Self-Esteem); Scale 3 (Self-Confidence) Scale 4 (Job Satisfaction), and Scale 5 (Work Motivation). The experimental design is using the untreated control group design with pre-test and post-test. The data analysis technique is One Way Analysis of Variance. It is found in the results of data analysis that there were significant differences between the control group and the experimental group in the average scores of all dependent variables by controlling the pre-test average score. This means that the “PROAKTIF” model of psychological skill training has the effect of increasing the average score of the dependent variables. In the post-test 1 and post-test 2 follow-ups, all the dependent variables show an increase in the average score that is significant (p <0.05). This indicates that the “PROAKTIF” model of psychological skills training can improve the perception of a proactive self, perception of the profession, self-esteem, selfconfidence, job satisfaction and work motivation of GC teachers. If seen from the rough average score, there is a visible decrease in the average and SD scores in the post-test follow-up 2 after the interval of 10-12 months post-training. This shows that the “PROAKTIF” model will become more effective if carried out regularly to maintain the stability and consistency of GC teachers’ quality improvement, particularly in the studied dependent variables which are self-perception, perception of the profession as a GC teacher, self-esteem, self-confidence, job satisfaction and work motivation.

Kata Kunci : Keterampilan Psikologis Model BK “PROAKTIF”.