PELAKSANAAN LAYANAN KONSELING INDIVIDU PENDEKATAN CLIENT CENTERED DALAM MEREDUKSI PERILAKU MEMBOLOS PESERTA DIDIK DI MTs NEGERI 4 LAMPUNG SELATAN

DEDE, YUNI SEPTIYANI (2026) PELAKSANAAN LAYANAN KONSELING INDIVIDU PENDEKATAN CLIENT CENTERED DALAM MEREDUKSI PERILAKU MEMBOLOS PESERTA DIDIK DI MTs NEGERI 4 LAMPUNG SELATAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh adanya perilaku membolos peserta didik di MTs Negeri 4 Lampung Selatan yang ditunjukkan dengan ketidakhadiran tanpa izin, keluar pada jam pelajaran, serta tidak kembali ke kelas setelah jam istirahat. Perilaku tersebut dapat berdampak negatif terhadap perkembangan akademik maupun kedisiplinan peserta didik. Oleh karena itu, diperlukan layanan bimbingan dan konseling yang tepat, salah satunya melalui layanan konseling individu dengan pendekatan client centered. Penelitian ini bertujuan untuk mengetahui tahapan pelaksanaan layanan konseling individu pendekatan client centered dalam mereduksi perilaku membolos peserta didik serta mengetahui gambaran perubahan perilaku peserta didik setelah mengikuti layanan tersebut. Penelitian ini menggunakan metode deskriptif kualitatif dengan jenis penelitian lapangan (field research). Subjek penelitian terdiri dari guru bimbingan dan konseling serta tiga peserta didik yang memiliki perilaku membolos. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan langkah-langkah menurut Creswell, yaitu pengolahan data, membaca keseluruhan data, proses coding, penyajian data, serta penarikan kesimpulan. Uji keabsahan data menggunakan triangulasi sumber. Hasil penelitian menunjukkan bahwa pelaksanaan layanan konseling individu pendekatan client centered dilakukan melalui tiga tahap, yaitu tahap awal, tahap pertengahan, dan tahap akhir konseling. Pada proses konseling, konselor berperan sebagai fasilitator yang membantu peserta didik memahami penyebab perilaku membolos serta menemukan solusi atas masalah yang dihadapi secara mandiri. Setelah mengikuti layanan konseling individu pendekatan client centered, perilaku membolos peserta didik mengalami perubahan yang ditunjukkan dengan meningkatnya kesadaran diri, berkurangnya intensitas membolos, serta meningkatnya tanggung jawab peserta didik dalam mengikuti kegiatan pembelajaran di sekolah. ABSTRACT This research was motivated by the truancy behavior of students at MTs Negeri 4 Lampung Selatan, which was indicated by absenteeism without permission, leaving during class hours, and not returning to class after break time. Such behavior can negatively affect students’ academic development and discipline. Therefore, appropriate guidance and counseling services are needed, one of which is individual counseling services using the client centered approach. This study aimed to determine the stages of implementing individual counseling services with a client centered approach in reducing students’ truancy behavior and to describe the changes in students’ behavior after participating in the counseling services. This research used a descriptive qualitative method with a field research approach. The subjects of the study consisted of a guidance and counseling teacher and three students who exhibited truancy behavior. Data collection techniques included observation, interviews, and documentation. Data analysis was conducted using Creswell’s steps, namely data processing, reading the overall data, coding, presenting the data, and drawing conclusions. Data validity was tested using source triangulation. The results of the study showed that the implementation of individual counseling services with a client centered approach was carried out through three stages, namely the initial stage, the middle stage, and the final stage of counseling. In the counseling process, the counselor acted as a facilitator who helped students understand the causes of their truancy behavior and independently find solutions to their problems. After participating in the individual counseling services with a client centered approach, students’ truancy behavior showed improvement, as indicated by increased self-awareness, reduced truancy intensity, and greater responsibility in participating in learning activities at school.

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