IMPLEMENTASI LAYANAN BIMBINGAN KELOMPOK DENGAN TEKNIK ROLE PLAYING UNTUK MENGEMBANGKAN POTENSI DIRI PESERTA DIDIK PADA KURIKULUM MERDEKA DI SMAN 04 OKU

Silvia, Gustian Ramadani (2023) IMPLEMENTASI LAYANAN BIMBINGAN KELOMPOK DENGAN TEKNIK ROLE PLAYING UNTUK MENGEMBANGKAN POTENSI DIRI PESERTA DIDIK PADA KURIKULUM MERDEKA DI SMAN 04 OKU. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Implementasi layanan bimbingan kelompok dengan teknik role playing untuk mengembangkan potensi diri peserta didik pada kurikulum merdeka di SMA Negeri 04 OKU dapat mempengaruhi bakat dan minat yang dimiliki peserta didik untuk lebih dikembangkan secara maksimal. Masih ada beberapa peserta didik yang belum bisa mematangkan pencapaiannya dalam mengembangkan potensi diri mereka, apalagi dampak pandemi covid 19 dan perubahan kurikulum membuat peserta didik terutama kelas X di SMA Negeri 04 OKU hanya sekedar ikut-ikutan teman, punya bakat tapi minatnya bingung mau kemana, malu untuk menunjukkan bakat, batas maksimal anggota suatu bidang, bahkan parahnya ada beberapa peserta didik yang hanya absen untuk sekedar formalitas mengikuti program pengembangan diri supaya nilai raport tetap aman. Akhirnya program pengembangan diri tersebut tidak seimbang dan kurang kondusif pada saat program tersebut dilakukan. Tujuan pelaksanaan bimbingan kelompok teknik role playing dapat digunakan untuk mengetahui bagaimana perencanaan, tahapan, dan evaluasi pelaksanaan layanan bimbingan kelompok dengan teknik role playing untuk mengembangkan potensi diri peserta didik pada kurikulum merdeka di SMA Negeri 04 OKU. Jenis penelitian ini menggunakan penelitian kualitatif dengan metode pengumpulan data berupa telaah pustaka (Library Research) dan penelitian lapangan (Field Researh), seperti wawancara, observasi, dan studi dokumentasi. Subjek penelitian ini adalah guru BK dan 10 orang peserta didik kelas X yang telah direkomendasikan oleh guru BK. Sumber data ada data primer yang dilakukan dengan wawancara atau tanya jawab dan data sekunder sebagai data literatur baik buku, majalah, website, dan tulisan lain yang dibutuhkan pada proses penelitian. Peneliti dan guru BK harus menyiapkan beberapa proses atau prosedur untuk dapat memastikan bahwa peserta didik yang mengikuti pelaksanaan layanan bimbingan kelompok teknik role playing dapat memiliki peluang untuk mengembangkan potensi diri mereka secara maksimal dan pesat. iii Hasil dari penelitian menunjukkan bahwa layanan bimbingan kelompok teknik role playing memberikan dampak perubahan pada 10 orang peserta didik, baik membuka pemikiran, membuat mereka sadar bakat yang dimiliki, mendorong dan memotivasi agar lebih menunjukkan bakat dan minatnya, serta mengoptimalkan lagi waktu yang ada sesuai kemampuan mereka. Secara keseluruhan penelitian ini menghasilkan kesimpulan bahwa layanan bimbingan kelompok dengan teknik role playing menghasilkan yakni : 1) perencanaan layanan tersebut bisa dilakukan sesuai teori yang ada di dalam RPL; 2) tahapan layanan bimbingan kelompok teknik role playing membuat peserta didik tersebut lebih mengetahui seberapa banyak kemampuan dan yang mana yang harus fokus dikembangkan, serta membuat mereka sadar harus lebih mengasah dan mengembangkan lagi bakat tersebut sesuai minatnya sekreatif mungkin, walaupun fasilitas di SMA Negeri 04 OKU tersebut masih kurang memadai; 3) evaluasi guru BK dapat menangani permasalahan dan kendala peserta didik yang kesulitan untuk mengembangkan potensi diri pada kurikulum merdeka kelas X di SMA Negeri 04 OKU. Dengan demikian, pelaksanaan layanan bimbingan kelompok dengan teknik role playing untuk mengembangkan potensi diri peserta didik pada kurikulum merdeka di SMA Negeri 04 OKU dapat mengembangkan potensi diri peserta didik sesuai minat dan bakatnya. Kata Kunci : Layanan Bimbingan Kelompok, Teknik Role Playing, Potensi Diri. iv ABSTRACT The implementation of group guidance services using role playing techniques to develop students' self-potential in the independent curriculum at SMA Negeri 04 OKU can influence the talents and interests of students to be more fully developed. There are still a number of students who have not been able to finalize their achievements in developing their potential, especially since the impact of the Covid-19 pandemic and changes in the curriculum have made students, especially class X at SMA Negeri 04 OKU, just following along with their friends, having talent but confused about where to go, embarrassed to show their talent, the maximum limit for members of a field, even worse there are some students who are only absent for the sake of formality following the self-development program so that report card scores remain safe. In the end, the self-development program was unbalanced and less conducive when the program was implemented. The purpose of implementing group guidance using the role playing technique can be used to find out how to plan, stage, and evaluate the implementation of group guidance services using the role playing technique to develop students' self-potential in the independent curriculum at SMA Negeri 04 OKU. This type of research uses qualitative research with data collection methods in the form of library research and field research, such as interviews, observations, and documentation studies. The subjects of this study were the counseling teacher and 10 class X students who had been recommended by the counseling teacher. The data source is primary data which is done by interview or question and answer and secondary data as literature data including books, magazines, websites, and other writings needed in the research process. BK researchers and teachers must prepare several processes or procedures to ensure that students who participate in the implementation of role playing technique group guidance services can have the opportunity to develop their potential to the maximum and rapidly. The results of the study showed that the role playing technique group guidance service had a change impact on 10 students, both v opening their minds, making them aware of their talents, encouraging and motivating them to show more of their talents and interests, and optimizing the available time according to their abilities. Overall, this study concluded that group guidance services using role playing techniques resulted in: 1) the service planning can be carried out according to the theory contained in the RPL; 2) the stages of the role playing technique group guidance service make these students more aware of how many abilities and which ones should be focused on developing, and make them aware that they have to hone and further develop these talents according to their interests as creatively as possible, even though the facilities at SMA Negeri 04 OKU are still inadequate; 3) the evaluation of the counseling teacher can handle the problems and obstacles of students who have difficulty developing their own potential in the independent curriculum for class X at SMA Negeri 04 OKU. Thus, the implementation of group guidance services using role playing techniques to develop students' self-potential in the independent curriculum at SMA Negeri 04 OKU can develop students' self-potential according to their interests and talents. Keywords: Group Guidance Services, Role Playing Techniques, Self Potential.

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