PELAKSANAAN LAYANAN BIMBINGAN BELAJAR DALAM MENGEMBANGKAN POTENSI AKADEMIK PERSERTA DIDIK D I MTS MUHAMMADIYAH 1 SEKAMPUNG UDIK LAMPUNG TIMUR

GILANG, RAMADHAN (2026) PELAKSANAAN LAYANAN BIMBINGAN BELAJAR DALAM MENGEMBANGKAN POTENSI AKADEMIK PERSERTA DIDIK D I MTS MUHAMMADIYAH 1 SEKAMPUNG UDIK LAMPUNG TIMUR. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya layanan bimbingan belajar dalam mengembangkan potensi akademik siswa di sekolah, khususnya pada jenjang madrasah tsanawiyah. Potensi akademik tidak hanya berkaitan dengan kemampuan kognitif, tetapi juga meliputi motivasi belajar, kreativitas, rasa ingin tahu, serta keaktifan siswa dalam proses pembelajaran. Berdasarkan hasil observasi awal di MTs Muhammadiyah 1 Sekampung Udik Lampung Timur, masih ditemukan peserta didik yang belum mampu mengembangkan potensi akademiknya secara optimal, terutama pada aspek kemampuan berpikir kreatif, inisiatif belajar, dan pengelolaan kebiasaan belajar yang efektif. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan tahapan-tahapan layanan bimbingan belajar dalam mengembangkan potensi akademik peserta didik serta menganalisis faktor-faktor pendukung dan penghambat pelaksanaan layanan bimbingan belajar di MTs Muhammadiyah 1 Sekampung Udik Lampung Timur. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas guru Bimbingan dan Konseling (BK) serta peserta didik MTs Muhammadiyah 1 Sekampung Udik Lampung Timur. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Uji keabsahan data menggunakan triangulasi teknik, sedangkan analisis data dilakukan melalui tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan sebagaimana dikemukakan oleh Miles dan Huberman. Pendekatan ini digunakan untuk memperoleh gambaran yang mendalam mengenai pelaksanaan layanan bimbingan belajar secara kontekstual sesuai kondisi nyata di lapangan. Hasil penelitian menunjukkan bahwa pelaksanaan layanan bimbingan belajar dilakukan melalui beberapa tahapan, yaitu identifikasi kebutuhan siswa, asesmen permasalahan belajar, perencanaan layanan, pelaksanaan bimbingan belajar secara individual maupun kelompok, evaluasi, serta tindak lanjut. Guru BK berperan aktif dalam memberikan motivasi belajar, membantu siswa mengatur strategi belajar, membangun kepercayaan diri, dan menjalin kerja samadengan wali kelas serta guru mata pelajaran. Faktor pendukung meliputi dukungan kepala madrasah, kerja sama antar guru, fasilitas dasar BK, serta respons positif sebagian siswa dan orang tua. Sementara itu, faktor penghambat meliputi keterbatasan waktu layanan, kompetensi teknis guru BK, stigma siswa terhadap layanan BK, serta kurang optimalnya dukungan keluarga. Dengan demikian, layanan bimbingan belajar terbukti memiliki peran penting dalam mengembangkan potensi akademik siswa, meskipun masih diperlukan penguatan program yang lebih sistematis dan berkelanjutan. ABSTRACT This research was motivated by the importance of learning guidance services in developing students’ academic potential at school, especially at the Madrasah Tsanawiyah level. Academic potential is not only related to cognitive ability, but also includes learning motivation, creativity, curiosity, and students’ activeness in the learning process. Based on the results of preliminary observations at MTs Muhammadiyah 1 Sekampung Udik, East Lampung, there were still students who had not been able to develop their academic potential optimally, especially in aspects of creative thinking skills, learning initiative, and effective learning habits management. Therefore, this study aimed to describe the stages of learning guidance services in developing students’ academic potential and to analyze the supporting and inhibiting factors in the implementation of learning guidance services at MTs Muhammadiyah 1 Sekampung Udik, East Lampung. This study used a qualitative approach with a descriptive research type. The research subjects consisted of Guidance and Counseling (BK) teachers and students of MTs Muhammadiyah 1 Sekampung Udik, East Lampung. Data collection techniques were carried out through interviews, observations, and documentation. Data validity was tested using technique triangulation, while data analysis was conducted through the stages of data collection, data reduction, data display, and conclusion drawing as proposed by Miles and Huberman. This approach was used to obtain an in-depth description of the implementation of learning guidance services contextually according to real conditions in the field. The results showed that the implementation of learning guidance services was carried out through several stages, namely identifying student needs, assessing learning problems, planning services, implementing individual and group learning guidance, evaluation, and follow-up. Guidance and Counseling teachers played an active role in providing learning motivation, helping students manage learning strategies, building self-confidence, and establishingcollaboration with homeroom teachers and subject teachers. Supporting factors included the support of the school principal, cooperation among teachers, basic BK facilities, and positive responses from some students and parents. Meanwhile, inhibiting factors included limited service time, the technical competence of BK teachers, students’ stigma toward counseling services, and the lack of optimal family support. Thus, learning guidance services have proven to play an important role in developing students’ academic potential, although strengthening more systematic and sustainable programs is still needed.

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