Transcription
Wow, Assalamualaikum warahmatullahi wabarakatuh. We are in a Guidance and Counseling lecture. Yesterday, we talked a lot about how you didn't feel the role of a Guidance and Counseling teacher during your elementary school years, because usually BK teachers are only available in junior high and high school. In reality, BK starts from elementary school. So, what is BK like in elementary school? Let's take a look.
First, there are several characteristics of BK in elementary school. The first is that BK in elementary school emphasizes the role of the classroom teacher in guidance activities integrated into learning. This is true because in elementary school, there is no separate BK teacher. Therefore, the classroom teacher has a dual role as a classroom teacher and also a BK teacher. Usually, to guide students, it can be integrated into learning, which is by helping students who don't understand the material, then helping students develop their abilities in certain subjects.
Second, the goal of BK services is the development of the developmental aspects of students in accordance with their developmental tasks. Developmental tasks are abilities that students must achieve according to their stages. For example, in the 4th grade, if they are in a learning process, they must be able to do this in sports. BK focuses on developing these developmental aspects of students according to these stages. So, it's not about them exceeding what they are capable of, but developing their abilities so they can optimize themselves.
Third, BK services cannot be separated from the role of parents. This is absolutely true. Don't let it be assumed that it is only the classroom teacher's job. BK must cooperate with parents. Whatever case is faced in guidance and counseling, parents must know, and parents also have a big role in initiating the BK program.
Fourth, the school environment and learning process are engineered to stimulate students in self-development. What does engineering the school environment mean? The school environment is created so that students can develop themselves, not just relying on extracurricular activities, but also supporting environmental movements. This ignites students' love for their environment and also their tolerance. For example, activities carried out by the school include religious celebrations, mutual respect when someone is fasting, or celebrating Christmas, and so on.
Fifth, although the responsibility for BK services lies in the classroom, all school personnel are responsible for providing services according to their capacity. This means that other personnel, such as teachers and the principal, provide assistance in obtaining BK services. For example, in self-development, subject teachers can help students develop their abilities in the subjects they teach, such as religion, physical education, or perhaps English in their school. The principal, for example, can grant permission for competitions and facilitate them with resources.
Sixth, it is carried out in an integrated manner with the learning system. BK is not separated. There are no special subject materials, no special hours conducted outside of BK, outside of subject matter, outside of school hours. So, BK is integrated into learning. However, if someone needs counseling or guidance outside of that, for example, through extracurricular activities or enrichment activities outside of school hours, then that is part of the BK program. So, in essence, it is carried out or integrated through the learning process.
Next, let's look at the tasks of elementary school personnel. What are their respective tasks?
First, the principal. The principal's task is to coordinate every educational activity, including teaching, training, and BK. So, the principal coordinates the teachers' reports to the principal, and the principal coordinates the morning activities. The principal should facilitate the implementation of BK activities, so don't make it difficult. For example, if a teacher needs help from an expert, such as from a BK graduate teaching in another school, like junior high or high school, to help solve a problem, the principal should facilitate it as much as possible, or even support it with funds, or at least time and personnel to help the teacher seek assistance from personnel from other schools.
Second, providing facilities, personnel, and other necessary resources. For example, if there are BK books, there must be a budget to print these books. There are also needs, for example, if a teacher is experiencing difficulties, providing time for such things.
Third, coordinating activities related to student self-development. The principal can also help.
Fourth, supervising the planning, implementation, and evaluation of BK service activities. When a teacher carries out a BK program, there is planning, implementation, and evaluation. The principal's task is to observe and provide feedback on the teacher's efforts. The principal should not be hands-off and unaware.
Fifth, cooperating with other related agencies for BK activities. For example, needing people from outside the school, cooperating with the health department, cooperating with educational centers or institutions that provide, for example, inclusive services, and so on.
Next, the classroom teacher, who is also the homeroom teacher and counselor.
First, informing the principal and subject teachers about students who have special needs. For example, there are students with an IQ below average, but they can still follow the lessons, it just takes them longer or requires several repetitions. The classroom teacher needs to inform the subject teachers so that the subject teachers are also aware and know that these students indeed need attention.
Second, collecting necessary information for program planning and evaluation. The information can be obtained from parents about the child's actual behavior at home, or even in their environment. Therefore, the classroom teacher should cooperate with subject teachers regarding students who need BK. As mentioned earlier, subject teachers also have a responsibility to implement the BK program. Therefore, classroom teachers must be able to work with subject teachers in planning guidance for students with problems, gifted students, problematic students, and so on. The guidance should be clear, for example, "We want to hold a celebration for children who are struggling," or "For gifted children, teachers can provide facilities for them to learn more than their peers."
Third, carrying out BK services by integrating them into learning activities. Because the focus is on integration into learning, BK should be included in subjects like Civics Education. For example, there should be lessons on respect, attitudes that are not just justifications, but rather because a child is impolite or lacks manners, and how to treat others. Through these lessons, students can learn to behave according to norms and ethics, and how to improve their politeness.
Next, subject teachers.
First, cooperating with classroom teachers or homeroom teachers as counselors in identifying students with special needs. So, they must cooperate.
Second, implementing guidance through the learning process according to the subject they are responsible for. This is clear. The focus is on the subjects they teach.
Third, consulting with the classroom teacher or counselor regarding issues related to student needs and programs. If there is a joint program, it cannot be decided unilaterally because the classroom teacher is ultimately responsible.
Fourth, helping to socialize BK services and identify students who need BK services, as well as collecting data. BK services should indeed be socialized. If necessary, subject teachers can help classroom teachers convince parents to jointly identify what BK services are needed by students. So, if a student needs it, what data needs to be collected? For example, their speaking ability. If they are like this in class, and like that in their environment, then that is the data needed to maximize the service.
Fifth, helping to provide necessary information for the evaluation of BK services. In the evaluation of BK services that have been carried out, subject teachers must provide information on whether the service was successful or not, and what needs to be known.
Cooperation with school personnel. As I mentioned earlier, sometimes teachers are unable to solve problems on their own, so they need help from other school personnel. There are several reasons why cooperation with other school personnel is necessary.
First, the learning process will be more effective if teachers understand students' difficulties or their ability levels. For example, there are students who need help, such as students with special needs. Teachers should know their characteristics. If teachers don't know, then teachers need help from inclusive education personnel to identify these problems so that the teaching and learning that takes place in the classroom is effective for all students, not just certain students.
Second, teachers can ask for help from counselors in understanding the differences between each student and understanding students' difficulties. Counselors usually have expertise in this area. If a teacher feels that a child is lacking in some way, or is more intelligent than usual, the teacher can consult with the counselor to find out what they can do to maximize their role and help them understand their differences and those of their peers.
Third, teachers cannot handle various student problems alone. If there are more than one problem in a class, teachers must be open to receiving help or asking for help from others, including other personnel who are more capable. So, don't keep everything to yourself until the teacher becomes stressed. If the teacher is stressed, it will affect the students.
Fourth, programs cannot run without the help of other parties. As mentioned earlier, if students' abilities are to be developed, such as in competitions, if they are not permitted, they cannot proceed. Usually, the principal has the role of granting permission for competition activities, and so on.
Fifth, competency-based BK services will never be realized and achieved without supporting social, economic, and educational conditions. So, the environment must be conducive. For example, if parents and the family do not support it, BK services cannot be achieved. If a student experiences learning difficulties and their parents do not want to support or help, that child will not improve. It's like pushing your child off a cliff. It's not helping, but rather leading them astray. Students spend only a few hours at school, while they spend more time at home. So, the surrounding environment must support what the students need.
Cooperation with parents and the community. Now, let's talk about cooperation with parents and the community.
First, every child is a successor to the nation, a source of pride, and an investment for their future. Children, especially elementary school children, are still seeds that will become future generations and will continue their parents' lives. In other words, when their parents are no longer around, their children will bear the responsibility. Therefore, teachers, parents, and the community must cooperate to maximize students' potential.
Second, parents' limitations in various aspects make BK programs necessary to make children superior, resilient, accomplished, and independent individuals. Sometimes parents work, and other parents are busy and cannot control their children. In fact, teachers often know more about their students than their parents. So, cooperation is needed there. It's not about parents letting go, but parents actively following their child's progress to maximize it.
Third, any event that occurs in a child's life, directly or indirectly, will affect their development. This can be in terms of emotional or physical influence. Therefore, whatever happens to a child, if it is a problem, parents and teachers must cooperate to help solve it. Children are not like you, university students, who can determine their own attitudes. If, for example, there is bullying in class, the child will feel pressured, and their development will be affected. They will become insecure, afraid to express their opinions, their academic performance might decline because they are stressed. Therefore, parents and teachers must talk about what is happening at home that is causing the child to have problems or become withdrawn, and so on.
Fourth, building continuity between BK programs and home life as preparation for community life. So, the goal of BK programs is indeed to prepare them for community life. For example, if it's about politeness in the small environment of family and school, they are polite. How can they live in a society where people might be judgmental, or where many people might avoid them? So, their attitudes must be nurtured from an early age so that when they enter society, they can behave appropriately. They also need knowledge.
Fifth, when students have achieved their educational goals, they are ready to lead society towards a better direction. This is why it is said that they are an investment for the future. If the younger generation is good, independent, and accomplished, then the future of our country will be bright. It's like adults who learn to queue. If Indonesians gather and don't queue, and cut in line with flimsy excuses, we teach them to queue. It's a simple thing, but it cannot be blamed because the habit will be nurtured until they grow up. If they don't want to queue from a young age until adulthood, our country will never change. That's why when we educate children, we must do it wholeheartedly so that they can become good children and good adults.
Okay, thank you for today. I hope the material is beneficial. We can discuss further later. So, happy learning. Wassalamualaikum.