PELAKSANAAN LAYANAN BIMBINGAN KELOMPOK DENGAN TEKNIK EXPERIENTIAL LEARNING DALAM MENGEMBANGKAN KETERAMPILAN SOSIAL PESERTA DIDIK MTS NEGERI 1 BANDAR LAMPUNG

DEA, AYU PUSPITA SARI (2025) PELAKSANAAN LAYANAN BIMBINGAN KELOMPOK DENGAN TEKNIK EXPERIENTIAL LEARNING DALAM MENGEMBANGKAN KETERAMPILAN SOSIAL PESERTA DIDIK MTS NEGERI 1 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui pelaksanaan layanan bimbingan kelompok dengan teknik experiential learning dalam mengembangkan keterampilan sosial peserta didik di MTS negeri 1 Bandar Lampung. Penelitian ini dilatar belakangi oleh adanya permasalahan keterampilan sosial peserta didik yang ditunjukkan melalui perilaku sulit bekerja sama, kurang menghargai teman, tidak percaya diri, kurang bertanggung jawab, dan kesulitan mengontrol emosi saat berinteraksi atau terjadi konflik. Penelitian ini merupakan penelitian kualitatif deskriptif dengan jenis penelitian studi lapangan, dalam hal ini dilakukan dengan melakukan pengamatan dan wawancara pada guru bimbingan dan konseling dalam merencanakan dan melaksanakan layanan, serta melihat respons peserta didik terhadap layanan tersebut. Penelitian ini menggunakan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Data primer diperoleh langsung dari guru bimbingan dan konseling dan peserta didik yang mengikuti layanan, sedangkan data sekunder berupa dokumen perencanaan layanan dan catatan hasil kegiatan. Semua data tersebut digunakan untuk mendeskripsikan tahapan perencanaan dan pelaksanaan layanan yang dilakukan, serta dampaknya terhadap keterampilan sosial peserta didik. Hasil penelitian menunjukkan bahwa perencanaan layanan telah dilaksanakan secara terstruktur dan realistis, dimulai dari identifikasi kebutuhan peserta didik, penyusunan RPL dengan mencakup tujuan layanan, tema, penentuan jenis kelompok, penentuan sesi, teknik dan strategi yang digunakan, hingga penentuan waktu dan tempat pelaksanaan layanan yang disesuaikan dengan jadwal di sekolah. Tahapan pelaksanaan dilakukan secara sistematis sesuai model experiential learning Kolb yang mencakup pengalaman konkret, refleksi, konsep abstrak, dan penerapan. Peserta didik menunjukkan adanya perubahan positif dalam keterampilan sosialnya, seperti peningkatan kepercayaan diri, keterlibatan dalam diskusi, serta menghargai pendapat orang lain. Meskipun terdapat tantangan dalam proses pelaksanaan, guru bimbingan dan konseling mampu mengatasinya melalui pendekatan yang fleksibel dan pemahaman terhadap karakter peserta didik. Temuan ini menegaskan pentingnya inovasi dalam metode pengajaran dan adaptasi terhadap kebutuhan peserta didik, serta peran guru BK sebagai fasilitator yang efektif dalam mendukung perkembangan keterampilan sosial peserta didik. Kata kunci: Bimbingan Kelompok, Experiential Learning, Keterampilan Sosial ii ABSTRACT This study aims to investigate the implementation of group guidance services using experiential learning techniques to develop the social skills of seventh-grade students at MTS Negeri 1 Bandar Lampung. The research is motivated by issues related to the social skills of students, which are reflected in their difficulties in cooperating, lack of respect for peers, low self-confidence, irresponsibility, and challenges in controlling emotions during interactions or conflicts. This research is a descriptive qualitative study, specifically a field study, which involves observations and interviews with guidance and counseling teachers regarding the planning and implementation of services, as well as examining students' responses to these services. Data collection techniques employed in this study include interviews, observations, and documentation. Primary data were obtained directly from the guidance and counseling teachers and the students participating in the services, while secondary data consisted of service planning documents and activity outcome records. All of this data was used to describe the stages of planning and implementing the services, as well as their impact on students' social skills. The results indicate that the service planning was carried out in a structured and realistic manner, beginning with the identification of students' needs, the preparation of the service plan, which included service objectives, themes, determination of group types, session planning, techniques and strategies used, and the scheduling of service implementation in accordance with the school timetable. The implementation stages were conducted systematically following Kolb's experiential learning model, which encompasses concrete experience, reflection, abstract conceptualization, and application. Students demonstrated positive changes in their social skills, such as increased self-confidence, engagement in discussions, and respect for others' opinions. Despite challenges encountered during the implementation process, the guidance and counseling teacher was able to address them through a flexible approach and an understanding of students' characteristics. These findings underscore the importance of innovation in teaching methods and adaptation to students' needs, as well as the role of the guidance counselor as an effective facilitator in supporting the development of students' social skills. Keywords: Group Guidance, Experiential Learning, Social Skills

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