LAYANAN KONSELING INDIVIDU TEKNIK SELF MANAGEMENT DALAM MEREDUKSI PERILAKU TERLAMBAT DATANG KESEKOLAHPESERTA DIDIK SMANEGERI1PENENGAHAN LAMPUNGSELATAN

NOURMA, DIN NATA (2026) LAYANAN KONSELING INDIVIDU TEKNIK SELF MANAGEMENT DALAM MEREDUKSI PERILAKU TERLAMBAT DATANG KESEKOLAHPESERTA DIDIK SMANEGERI1PENENGAHAN LAMPUNGSELATAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Perilaku terlambat datang ke sekolah merupakan salah satu permasalahan kedisiplinan yang sering terjadi dan berdampak negatif terhadap efektivitas pembelajaran serta iklim sekolah. Di SMA Negeri 1 Penengahan, keterlambatan peserta didik terjadi secara berulang pada sejumlah siswa dan cenderung menjadi kebiasaan, sehingga menunjukkan lemahnya kemampuan pengelolaan diri (selfmanagement). Kondisi ini dipengaruhi oleh berbagai faktor, baik internal maupun eksternal, yang saling berinteraksi dalam membentuk perilaku peserta didik. Berdasarkan permasalahan tersebut, penelitian ini bertujuan untuk mendeskripsikan gambaran perilaku keterlambatan peserta didik serta menganalisis tahapan layanan konseling individu dengan teknik self-management dalam mereduksi keterlambatan datang ke sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas guru Bimbingan dan Konseling serta peserta didik yang memiliki intensitas keterlambatan tinggi. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi berupa catatan kasus serta arsip sekolah. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data dijamin melalui triangulasi sumber dan teknik untuk memastikan konsistensi dan kredibilitas temuan penelitian. Hasil penelitian menunjukkan bahwa keterlambatan peserta didik dipengaruhi oleh faktor internal seperti bangun kesiangan akibat begadang, rendahnya motivasi belajar, dan ketidaknyamanan terhadap suasana atau mata pelajaran tertentu, serta faktor eksternal berupa jarak rumah yang jauh, keterbatasan transportasi, dan kurangnya dukungan orang tua. Layanan konseling individu dengan teknik selfmanagement dilaksanakan melalui tahapan identifikasi dan asesmen, penetapan tujuan, self-monitoring, stimulus control, self-reward dan self-punishment, serta evaluasi dan tindak lanjut. Penerapan teknik ini terbukti mampu meningkatkan kesadaran, tanggung jawab, dan disiplin peserta didik sehingga frekuensi keterlambatan mereka dapat dikurangi secara signifikan. ABSTRACT Late arrival at school is a common disciplinary problem that negatively affects learning effectiveness and the overall school climate. At SMA Negeri 1 Penengahan, student tardiness occurs repeatedly among several students and tends to become habitual, indicating weaknesses in students’ self-management abilities. This condition is influenced by a combination of internal and external factors that interact in shaping students’ behavior. Therefore, this study aims to describe the characteristics of students’tardiness and to analyze the stages of individual counseling services using selfmanagement techniques to reduce late arrival to school. This study employed a qualitative descriptive approach. The research subjects consisted of guidance and counseling teachers and students who exhibited a high frequency of tardiness. Data were collected through observation, in-depth interviews, and documentation, including counseling records and school archives. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data credibility was ensured through source and technique triangulation. The findings indicate that student tardiness is influenced by internal factors such as oversleeping due to staying up late, low learning motivation, and discomfort with the school atmosphere or certain subjects, as well as external factors including long distances from home, limited transportation, and lack of parental support. Individual counseling using self-management techniques was implemented through the stages of identification and assessment, goal setting, self- monitoring, stimulus control, self-reward and selfpunishment, as well as evaluation and follow-up. The application of these techniques was proven to enhance students’ awareness, responsibility, and discipline, leading to a significant reduction in the frequency of tardiness.

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