IMPLEMENTASI LAYANAN KONSELING INDIVIDU DENGAN PENDEKATAN CLIENT CENTERED DALAM MENGATASI SIKAP KETIDAK DISIPLINAN BELAJAR PESERTA DIDIK DI MTS NEGERI 2 LAMPUNG TENGAH

RAHMAH, FANI PUTRI (2026) IMPLEMENTASI LAYANAN KONSELING INDIVIDU DENGAN PENDEKATAN CLIENT CENTERED DALAM MENGATASI SIKAP KETIDAK DISIPLINAN BELAJAR PESERTA DIDIK DI MTS NEGERI 2 LAMPUNG TENGAH. Diploma thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (3MB)
	PDF Restricted to Repository staff only Download (4MB)

Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh masih ditemukannya perilaku ketidakdisiplinan belajar peserta didik di MTs Negeri 2 Lampung Tengah, seperti sering terlambat datang ke sekolah, membolos, keluar masuk kelas saat pembelajaran berlangsung, serta tidak mengerjakan tugas tepat waktu. Kondisi tersebut menunjukkan perlunya layanan bimbingan dan konseling yang tidak hanya bersifat represif, tetapi juga mampu menyentuh kesadaran diri peserta didik. Rumusan masalah dalam penelitian ini meliputi: bagaimana layanan konseling individu dengan pendekatan Client Centered, bagaimana pelaksanaan layanan tersebut dalam mengatasi sikap ketidakdisiplinan belajar 2peserta didik, serta bagaimana faktor pendukung dan penghambatnya. Tujuan penelitian ini adalah untuk mendeskripsikan dan menganalisis implementasi layanan konseling individu dengan pendekatan Client Centered dalam mengatasi sikap ketidakdisiplinan belajar peserta didik di MTs Negeri 2 Lampung Tengah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri dari guru Bimbingan dan Konseling serta peserta didik yang mengikuti layanan konseling individu. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi teknik. Hasil penelitian menunjukkan bahwa layanan konseling individu dengan pendekatan Client Centered dilaksanakan secara tatap muka, bersifat perorangan, dan berorientasi pada kebutuhan konseli. Pelaksanaan konseling berlangsung melalui tahap awal, tahap pertengahan, dan tahap akhir. Pendekatan ini mampu membantu peserta didik memahami masalah kedisiplinan, menyadari kesalahan, serta merumuskan solusi secara mandiri. Faktor pendukung layanan meliputi kompetensi guru BK, dukungan sekolah, dan kesadaran sebagian peserta didik, sedangkan faktor penghambat meliputi rendahnya motivasi belajar, masalah keluarga, keterbatasan waktu konseling, serta stigma negatif terhadap layanan BK. ABSTRACT This study is motivated by the persistence of students’ learning discipline problems at MTs Negeri 2 Lampung Tengah, such as coming late to school, skipping classes, leaving the classroom during lessons, and not completing assignments on time. These conditions indicate the need for guidance and counseling services that are not only corrective in nature but also able to develop students’ selfawareness. The research problems include: how individual counseling services with a client-centered approach are implemented, how these services are carried out to overcome students’ learning discipline problems, and what supporting and inhibiting factors influence the implementation. The purpose of this study is to describe and analyze the implementation of individual counseling services with a clientcentered approach in overcoming students’ learning discipline problems at MTs Negeri 2 Lampung Tengah. This study used a qualitative approach with a descriptive research design. The research subjects consisted of guidance and counseling teachers and students who participated in individual counseling services. Data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through technique triangulation. The results of the study indicate that individual counseling services with a client-centered approach are conducted face-to-face, individually, and oriented toward students’ needs. The counseling process is carried out through three stages: the initial stage, the working stage, and the final stage. This approach helps students understand their learning discipline problems, realize their mistakes, and formulate solutions independently. Supporting factors include the competence of counseling teachers, school support, and students’ awareness, while inhibiting factors include low learning motivation, family problems, limited counseling time, and negative stigma toward counseling services. Keywords: Individual C

Actions (login required)

View Item