Student Self-development

STUDENT SELF-DEVELOPMENT THROUGH COUNSELING GUIDANCE SERVICES A. Definition of Student Self-Development Student development is the increase in students' abilities or skills in more complex body structures and functions in regular and predictable patterns as a result of the maturation process. (Masganti Sit, 2012, p. 2). B. Objectives of Student Self-Development 1. General objectives Self-development in general aims to provide opportunities for students to develop and express themselves according to the needs of society, the needs of students and learning, potential, talents, interests, conditions and development of students by paying attention to school conditions. 2. Specific Objectives Self-development specifically aims to support student education in developing talents, interests, creativity, competence and habits in life, religious life abilities, social abilities, learning abilities, career insights and planning, problem-solving abilities and also independence. C. Definition of Self-Development Services Student development services are activities that include special services to support student management (Badrudin, 2014, p. 59). D. Vision, Mission, and Objectives of Self-Development Services The vision of the self-development program is the realization of independent and responsible students in developing and expressing themselves according to their needs, potential, talents, interests, conditions and development. The mission of the selfdevelopment program is to facilitate students with positive, creative and programmed activities according to their talents, interests, needs, development characteristics and school conditions. The purpose of the self-development program is to provide opportunities for students to develop themselves according to their needs, potential, talents, interests, conditions and development by paying attention to school conditions (Susanto, A. 2018:69). E. Mechanism of Self-Development Services Through Collaborative Guidance Nurihsan (in Susanto, 2008:69-70) emphasized that in order for the implementation of collaborative BK services in schools to run regularly and achieve goals, there needs to be good, orderly and solid administration, so that the process of implementing guidance services will achieve the goals and targets that have been set. By realizing a neat, orderly and good mechanism, work pattern, or work procedure and based on forms of cooperation with school personnel in the administration of BK implementation in schools, the tendency for deviations in the BK implementation program in schools can be avoided. Collaboration in the context of implementing self-development programs in schools can be carried out by taking several mechanisms, as stated by the Indonesian Guidance and Counseling Association (in Susanto, 2018:69-70), including: a) Formulating a vision, mission, goals in a framework or type of self-development program; b) Exploring creative and innovative ideas through brainstorming about what activities need to be held to achieve the vision, mission, and goals that have been set; c) Determining the activities that are considered best and most suitable for the goals to be achieved and also in accordance with the characteristics of talents, interests, needs, situations, and conditions of the school; d) Preparing a joint self-development program through a workshop for all school officials. In this case, student organizations need to be involved; e) Preparing a proposal or action plan (operational plan) at least one month before each program unit will be held (name, activities, goals, targets, strategies, personnel, time, supporting factors); f) Holding committee meetings to coordinate and maintain the cohesiveness of cooperation and the spirit of collaboration; g) Socializing activities through various media and marketing proposals to gain support from various parties; h) Carrying out activities according to the agreed plan; i) Always holding meetings to reflect and evaluate activities to find out and record what has been good and successful and vice versa to become lessons in subsequent activities; j) Making objective and transparent reports to be submitted to the authorities and/or to sponsors (if any). F. Concept of Self-Development in Academic Field Regarding collaborative activities in self-development programs based on the results of the analysis of student potential and the characteristics of the regional environment where the school is located, also based on resources, differences in potential, school characteristics, and the necessary system support, then based on objective conditions of the problems that exist in students, including problems of low achievement and learning motivation, situations, and learning conditions that are less conducive. For this reason, self-development services that can be developed are self-development in the academic field. While collaborative guidance that can be built is the optimization of academic advisors with supervising teachers. Both of these personnel must have the same understanding and attitude about various aspects of self-development activities or programs in the academic field. With the collaboration built between subject teachers, academic advisors and BK supervising teachers in the academic self-development service, it is hoped that it can spur interest, talent, and potential in the academic field, so that student achievement and learning motivation will increase in accordance with the stages of development of the students (Susanto, A. 2018:70). G. Collaborative Guidance Program Development Framework In preparing a self-development program, the structure and content/material of the program are flexible, must be adjusted to the conditions or needs of students based on the results of the needs assessment in each school. Self-development must be based on rational considerations and reasons, a clear and motivating vision and mission, clear and measurable goals and appropriate development target components. In developing a selfdevelopment program in a school, it is necessary to outline a kind of strategic plan (renstra) which includes: rationale, vision and mission, goals, and program components (Susanto, A. 2018:70-72). First, rational. The first strategic plan is rational thinking, namely the formulation of basic thinking about the urgency of the program in the entire school program. The rational formulation is the result of the assessment of the needs (need assessment) of students and their environment into the formulation of behaviors that students want to develop or master referring to the standards of independence competency for students in schools according to the school level. Second, vision and mission. The formulation of the vision must describe a condition that is to be achieved within a certain period of time. So it must motivate all parties to achieve it because it is a condition of change that is to be realized together. The formulation of the self-development mission is to facilitate all students to obtain and master competencies in the academic, personal, social, career fields based on normative ethical life and piety to God Almighty. Third, objectives. The formulation of clear general and specific objectives is accompanied by criteria and indicators of program success so that it becomes a common reference and motivates to be achieved. Fourth, program components. Each school or region may have different components of a self-development program because it is related to the differences in potential and characteristics of the region or school itself and the support systems needed are different. To provide guidelines on the position and role of subject teachers or guidance personnel and guidance and counseling teachers in the self-development program. The following are the program components which include: • Framework (content) of the self-development program • Mapping of tasks and roles of subject teachers/guidance personnel and BK teachers • Collaborative activities between subject teachers and guidance teachers in selfdevelopment.