Journal Academic Service Model That Improves Student Learning Satisfaction

JOURNAL ACADEMIC SERVICE MODEL THAT IMPROVES STUDENT LEARNING SATISFACTION. A. Background Learning satisfaction of students is a positive attitude towards the teaching and learning process service carried out by the teacher because of the compatibility between what is needed and the reality received. Many things can cause student dissatisfaction, including the incompatible between students and the reality they experience, the behavior of school personnel that are less pleasant, the atmosphere and physical condition of the building and the school environment that does not support learning, school extracurricular activities that are not attractive, and achievement low students. Or educational services received by students are unsatisfactory Today there are still many weaknesses of public services including in the world of education so that they have not met the community. Fulfilling the expectations of the community is the main objective of the function of academic services that must always be improved, both in terms of quantity and in terms of quality. Educational institutions are public organizations, in order to be able to provide quality academic services, it is necessary to change the resources owned, in the form of improvement of service tools and maximizing the role of existing servants. The steps that need to be taken by educational institutions to improve these services are to optimize the ability of human resources and improve facilities and infrastructure that support the smooth running of educational services. The purpose of this academic service is so that students have an independent attitude, skills, readiness and learning habits in order to achieve student competency standards (SK) through learning activities carried out by teachers in the field of study. Academic service management in schools is established and organized to facilitate or facilitate learning, and can meet the needs of students in schools. Academic service management is an activity process that provides students' needs to support learning activities so that educational goals can be achieved effectively and efficiently. There are several forms of service models that can increase student learning satisfaction. B. Definition Academic services are guidance and counseling services that formulate students in learning activities, including face -to -face activities (learning in class), work on structured assignments from teachers and learning independently. The purpose of this service is that students have independent attitudes, skills, readiness and learning habits in order to achieve competency standards (SK) of students through learning activities carried out by teachers in the field of study. This academic service is to assist teachers in shaping student learning behavior that is relevant to learning demands so that teachers are more efficient and effective in organizing learning. In addition to the achievement of high learning achievement, this service in collaboration with the teacher will form an independent student learning behavior as the demands of the information community in the 21st century. In addition, academic services also help teachers in adapting the learning process to be more in accordance with the characteristics of students. A) The teacher has tried to do learning by devoting all his abilities, but found some of the following reality. First, based on learning objectives, found students who can achieve high learning achievement, average achievement, and low achievement. Second, based on the capacity of intelligence and talent found a group of students who excel higher than their capacity (over-achiever), achievement with their capacity (estimated students) and achievers are not satisfactory or below the ability that should be (underrachiver). Third, based on the time used found students who are very quick to learn (rapid learning), students are normal, and slow (slow learning). Fourth, based on the group as a comparative found by students of superior group (Higher Group), average (average), and low groups (Lower Group) (Syamsuddin, 2000: 273-274). According to Sutarto (1985) that organization is a system that influences each other in groups that work together to achieve certain goals. According to Herbert and Gullet that what is meant by organizing is a process in which the structure of an organization is made and enforced. This process includes the provisions of specific activities that are necessary to complete all organizational targets, the grouping of these activities is related to the logical arrangement, and the task of this group of activities for a position or person responsible. Barnard argues that organization is a system of cooperative activity between two or more people. The organization is a grouping of people into cooperation activities to achieve the goals set, while organizing is the activity of people in grouping, arranging and regulating various kinds of work that need to be held to achieve educational goals in (Henry Fayol, 1974). The organization is an assignment of people into work functions that must be carried out in order to occur in collaboration activities in achieving goals. While organizing is the preparation and grouping of various work based on the type of work, the order of nature and function of the work, time and speed (Griffin: 1959). C. Purpose Academic services aimed at students to have an independent attitude, skills, readiness and learning habits in order to achieve student competency standards (SK) through learning activities carried out by teachers in the field of study. This goal is detailed as follows. a) Students have awareness about their potential in the aspect of learning, and understand the various obstacles that may arise in the learning process they experience; b) Positive attitudes and learning habits, such as the habit of reading books, discipline in learning, have attention to all lessons, actively participating in all programmed learning activities; c) High motives for lifelong learning; d) Effective learning skills or techniques, such as book reading skills, using dictionaries, recording lessons, and preparing themselves to face examinations; e) skills to set educational goals and planning, such as making a learning schedule, doing assignments, establishing yourself in deepening certain lessons, and trying to obtain information about various things in order to develop broader insights; And f) Mental readiness and ability to face exams (PMPTK, 2007: 17). D. Academic Service Model that Increases Student Learning Satisfaction Academic service management in schools is established and organized to facilitate or facilitate learning, and can meet the needs of students in schools. Academic service management is an activity process that provides students' needs to support learning activities so that educational goals can be achieved effectively and efficiently (Endang and Adiman, 2020: 105). There are several forms of service models, namely: 1. Classical Guidance Services Model Classical guidance is a service activity given to a number of students/counselees in a study group and is carried out in class in the form of face -to -face between guidance and counseling teachers or counselors with students/counselees. Classical guidance methods include discussion, role playing, and expository. Classical guidance is one of the basic service strategies as well as specialization services and indivual planning in the components of the guidance and counseling program. Classical guidance is given to all students/counselees and is development, prevention, and maintenance. In the implementation of classical guidance, guidance and counseling teachers or counselors need to compile RPLs and reports on the implementation of classical guidance. In addition, classical guidance services can improve students 'creative thinking because this classical guidance service has many topics that can be discussed with different goals, one of which is to increase students' critical thinking. The objectives to be achieved, guidance and counseling teachers certainly require special methods and materials that will be used in class. In classical guidance services activities also aim to help students/counselees able to achieve independence in their lives, complete and optimal development in the fields of personal, social, learning, and career, as well as achieving harmony between thoughts, feelings and behavior. The steps taken in classical guidance are: 1) Preparation • Submitting a 2 -hour class entry schedule for each class/week to determine the school leadership according to the junior high school academic calendar • Preparing the topic of classical guidance material, which is formulated based on the standard of independence of students (SKKPD) (DitjenPMPTK, 2007), problems faced by students/counselees who are based using AUM or DCM, and other relevant instruments. • Develop a plan for the implementation of classical guidance services using systematic as presented in the RPL format. • Documenting the planned implementation of classical guidance services to be provided 2) Implementation • Carry out classical guidance services according to the schedule and material that has been designed. • Documenting the planned implementation of classical guidance services that have been provided • Record events and or things that need improvement and or follow-up after classical guidance services are carried out 3) Evaluation and follow -up • Evaluate the classical guidance service process, • Evaluate the results of classical guidance services that have been given. 2. Information service models with symbolic models techniques The information service model is an information service by utilizing the symbolic model technique to increase student learning independence. The assumption is that the problem of student learning independence needs to be developed optimally because learning independence has a great contribution to the success of students in their achievements and in actual life in society. Independence is an individual attitude that is obtained cumulatively during development, individuals will continue to learn to be independent in dealing with various situations in the environment so that individuals will ultimately be able to think and act alone. With independence one can choose his way of life to be able to develop more steadily (Mulyaningtyas and Purnomo, 2007). Independence in learning can be seen from the behavior shown by students. If students have good learning independence, students are able to complete His tasks are well and on time without cheating the assignments of other friends. While students whose learning independence is low, the assignments given cannot be collected on time. So, learning independence is the ability of a person (student) in realizing his will or desire in a real way, without depending on others, in this case students are able to do their own learning, can determine effective learning, and be able to do learning independently. Considerations for utilizing symbolic models techniques in information services are symbolic model techniques can be realized based on the principle of behavior psychology. Symbolic Model is one of the techniques by looking directly at the model or people who are successfully in their fields through video, movie or documentary shows. Based on the model shown students can imitate and modeled what they see in the life of everyday to obtain good learning independence and get maximum achievements. Information services with Symbolic Model techniques can be used in increasing student learning independence. Done in a pleasant classical atmosphere so that students are more comfortable and relaxed in understanding the material provided. Through the stages in the information service, namely (1) the initial stage and formation (2) the activity stage and content and (3) the final stage and evaluation. Information service activities by utilizing symbolic model techniques to improve student learning independence, it is found that the procedure for implementing student learning independence services with information service models through symbolic techniques provides the same access for each student to be involved and active. Starting from the formation stage to the termination stage. This condition allows the implementation of the implementation at the productive stages of activities for increasing student learning independence. Thus it can be concluded that the information service model with symbolic techniques is effective in increasing student learning independence, because the model provides a learning environment needed in developing their learning independence. As stated by Wedmeyer (in Rusman, 2012) states that students who have learning independence are having the responsibility in managing and disciplining themselves and developing learning skills of their own will. This has been included in the information service model with this Symbolic Model technique, so that these conditions allow students to develop all aspects of their learning independence naturally and meaningfully for their lives. The experience of interaction in the classroom is utilized in order to provide more understanding to Each student to be more able to use their capacity more effectively and get more opportunities to know themselves better through the experience of interaction in information services and through modeling that can be used as an example in everyday life. 3. Group Guidance Service Model Group guidance services are guidance services provided in group atmosphere. According to Nurihsan (2006) "group guidance is assistance to individuals carried out in group situations". Meanwhile, according to Yusuf (2006) group guidance, namely providing assistance to students through group situations. Problems discussed in group guidance are problems experienced together and not confidential, both regarding personal, social, learning, and career problems. Gazda (Prayitno and Amti, 2004) argues that "group guidance in schools is an information activity to a group of students to help them prepare appropriate plans and decisions". Meanwhile, according to Mu'awanah and Hidayah (2009) "Group Guidance is a classical managed guidance activity by utilizing units/groups formed for administrative purposes and increasing student interaction from various class levels". So it can be concluded that group guidance services are a group activity carried out between group leaders (counselors) and group members (counselees/students) who use group dynamics, namely the interaction of issuing opinions, giving responses, suggestions, and so on, where the group leader Providing useful information in order to help individuals as groups of groups achieve development in terms of personal, social, learning, and career. • The stage of implementing group guidance, a service process is largely determined at the stages that must be passed so that it will be directed, coherent, and right on target. According to Prayitno (1995) that "the stages of group guidance there are four stages, namely: the stage of formation, the transitional stage, the activity stage and the termination stage" • Formation Stage, this stage is the stage of recognition, the stage of self involvement or the stage of entering themselves into the life of a group. At this stage, members generally introduce themselves and also reveal the goals or hopes to be achieved both by each, in part, and all members. • Provide an explanation of group guidance so that each member will know what the meaning of group guidance and why group guidance must be implemented and explain the rules of the game that will be applied in the guidance of this group. If there are problems in the implementation process, they will understand how to solve it. The principle of confidentiality is also conveyed to all members so that others do not know the problems that occur to them. • The transitional stage, the second stage is a "bridge" between the first and third stages. There are times when the bridge is taken very easily and smoothly, meaning that group members can immediately enter the third stage of activities with full will and volunteerism. There are also times when the bridge is also pursued with difficulty, meaning that group members are reluctant to enter the actual group activity stage, which is the third stage. In such circumstances the group leader, with his distinctive leadership style, brought the members to pursue the bridge safely. • The activity stage, this stage is the core of group activities, so the aspects that become quite a lot of contents and accompaniment, and each of these aspects needs to be received carefully from the group leader. There are some that must be done by the leader in this stage, namely as a regulator of the process of activities that are patient and open, active but do not talk much, and provide encouragement and reinforcement and are full of empathy. This activity is carried out with the aim that the problem or topic is felt, thought and experienced by group members. In addition, the problem can be discussed in depth and thoroughly and participates in the participation of all members actively and dynamically in the discussion both concerning elements of behavior, thoughts or feelings. • The termination stage, at the termination stage of group guidance, the main attention is not at how many times the group must meet, but on the results achieved by the group. The previous group activities and the results achieved should encourage the group to carry out activities so that the common goal is achieved in full. In this case there is a group that sets themselves when the group will stop doing activities, and then meet again to carry out activities. After group activities enter the termination stage, group activities should be centered on the discussion and exploration of whether group members are able to apply the things they learn in the atmosphere of the group, in their daily real life. In group guidance activities can also make its members more respectful of the opinions of others, and are more courageous to express their opinions responsibly. What is conveyed in group guidance is expected to hit more considering the form of communication that is carried out is multi -directional. Group guidance in this case aims to discuss topics on how to develop student selfesteem. Self-esteem is an assessment carried out by students to themselves and others positively or negatively. Self-esteem needs to be owned by every student. Because students with good self-esteem will be able to place themselves easily in various situations because they feel emotionally safe. Students can issue opinions very easily but still respect others and are free from fear of the views of others so students will be motivated to improve their learning achievement. Through intensive group dynamics, the discussion of topics encourages the development of feelings, thoughts, perceptions, insights, attitudes that support the realization of more effective behavior. In addition, group guidance also aims to help individuals find themselves, direct themselves, and be able to adjust to their environment. Group guidance services are seen as appropriate to contribute to students in solving the problems they face, especially problems related to self-esteem, because in the implementation of group guidance, students as group members will discuss jointly topics of the problem about how to develop self-esteem and creating group dynamics. Each group member will have the same opportunity to train themselves in expressing their opinions, respecting the opinions of others, discussing the problems they experience thoroughly, exchange information, and can solve problems together so that they can develop their self-esteem. Thus, it can be concluded that group guidance services affect student self-esteem, because in its implementation students as groups of groups have the opportunity to train themselves in expressing opinions, mutual respect and create group dynamics that can be used as a place to develop their self-esteem. 4. Acceleration Services Field of Study This program is organized by schools to facilitate students who have above average intelligence in order to use their intelligence to speed up the learning process at school. This means that students with intelligence above the average can quickly rise to a higher level of education according to their abilities. Acceleration as a service model, means that students jump class and follow certain lessons in the class above. While acceleration as a curriculum model, means accelerating teaching materials than that should be mastered by students at that time. Through the acceleration program it is expected to be able to accommodate the abilities and extraordinary intelligence possessed by students, so that students can learn according to their needs. Schools should be serious in organizing acceleration programs, because many things must be considered including a different curriculum from the regular class curriculum. The acceleration program curriculum is denser because the travel time is shorter. 5. Mentorship Acceleration does not have to serve fifteen students per school who meet the requirements. If there is only one student, the school must be able to serve because it is indeed related to student rights as an individual. This service model is known as a mentorship or known as self paced intruction. E. Types of Activities Related to Academic Services 1) Assessment Assessment is the process of assessing/assessing the environment of development and students. a) Assessment to the environmental development environment Assessment to the environmental development environment is the process of assessment/assessment of the factors that influence the development of students who are in the context of their development environment. This assessment is intended to photograph the description of the expectations and environmental conditions of the development of students. Expected results are a picture of the expectations and objective conditions of their development environment. b) Assessment of students Assessment of students is the process of assessment/assessment of the development of students. This assessment is intended to photograph the picture of the development of students. The expected outcome of this assessment is a picture of the expectations and conditions of students. 2) Orientation Orientation services are initial learning assistance so that students know the environment, climate, and school/madrasah culture. Through orientation services students are expected to get to know the environment, personnel (school principal, deputy school principal, teacher council, administrative staff, laboratory officers, library officers, student council administrators and others), activities, climate, and school/madrasah culture where They learn. Implementation of orientation service activities can be carried out mainly during the Study Orientation period (MOS) in the following way. a) Lectures on the environment, climate, and school/madrasah culture to new students so that they know the environment, personnel (school principals, deputy principals, teacher councils, administrative staff, laboratory officers, library officers, student council administrators and others ), activities, climate, and school/madrasah culture. b) Campus tourism study, which is the process of studying the campus environment. c) Assignment, namely assigning students to know the environment, climate, and school/madrasah culture to new students so that they know the environment, personnel (principal, school principal, teacher council, administrative staff, laboratory officers, library officers, administrators OSIS and others), activities, climate, and school/madrasah culture. For example, assigning students to ask for a minimum signature of 5 teachers, 5 administrative officers and 5 student council officials. 3) Placement and distribution Placement service is the process of positioning (placing) students according to their characteristics (basic abilities, talents, interests and personality), needs, and environmental demands. Placement services include grouping in study groups, study groups, extra curricular, majors and other placements according to existing demands. The following is one example of the steps and selection of further studies that can be used for other types of placement as needed. a) The majors, the steps for the selection of this department are as follows. • Students fill out the Proposed Form of Department Selection. • Guidance and counseling teachers recap, make the average, and analyze the value of the main subjects of each department. The main subjects of Natural Sciences are mathematics, physics, chemistry and biology. The main subjects of Social Sciences are history, geography, economy and sociology. The main subjects of language are history, English, other foreign languages, and sociology. • Guidance and Counseling Teachers Recap the results of psychological tests, proposed majors from psychological test data, and analyze them. • Guidance and counseling teachers combine the average value of the main subject majors with the results of psychological tests and students' proposals. • Guidance and counseling teachers consult both groups and individually to parents and students as well as homeroom teacher. The results were conveyed to the homeroom teacher. Furthermore, the homeroom teacher conveyed to the curriculum wakasek coordinating with the Student Wakasek to convey the number of Natural Sciences, Social Sciences and Language classes to the Principal. b) Further study selection, further study selection activities are given to class XII students in the form of information services both in classical, group, or individuals. The material presented includes: • Level of S 1 Education and Diploma and its requirements • Various universities / polytechnics and their respective advantages • Various majors related to certain professions. • Potential analysis, interests and self -talents Students who know the information about the things mentioned above, are expected to evaluate their potential, interests and talents. From the results of this evaluation, students can direct themselves to meet the criteria of the department/university they will want. 4) Learning Consultation Learning consultation is an individual consultation and counseling service given to students to better understand and be able to learn effectively so that it can master the material being taught. Students are given the opportunity for consulting or counseling individually outside of learning hours on school days. 5) Counseling Counseling is therapeutic interaction process between the guidance and counseling teacher (counselor) with students in order to facilitate students to be able to develop themselves, find the best solutions in maintaining and or completing themselves from problem. Counseling can be done through helping relationships (helping relationship) both in the process of direct interaction (face to face interaction), through the media (such as SMS, Email, Books, etc.), or through conducive environmental development. 6) Learning Skills Exercise Learning skills training is a direct learning process to help students develop skills that support the learning process, namely concentration, reading skills, recording, listening, expressing opinions, and questioning skills. 7) Diagnostics Learning difficulties and remedial learning a) Diagnostic Learning Difficulties Diagnostics Learning difficulties are an effort to understand the types and characteristics and background of learning difficulties experienced by students (Abin Syamsuddin, 2000: 311). Learning difficulties can occur either because of the weaknesses of students in understanding the contents of learning and due to psychological problems. The weakness of students in understanding the learning content can occur both in the scope of the subject and certain substances of one subject. The diagnostic steps of learning difficulties are as follows: • Case identification, which marks students who are suspected of having learning difficulties. • Identification of the problem, namely localizing the location of the difficulty of the problem. In what subjects and in which substance students have difficulty. • Identification of causative factors, namely marking the type and characteristics of difficulties with the causal factors. • Prognosis, namely drawing conclusions and decisions and predicting the possibility of healing. • Recommendations/referrals, namely making alternative suggestions for solutions. b) Remedial learning Remedial learning is the teacher's effort to create a situation that can help students both individually and in groups improve the ability to adjust and master learning materials that previously did not reach the KKM. Remedial learning can be given by subject teachers with an appropriate approach based on the diagnostic results that have been carried out by the supervisor (counselor). If based on the diagnostic results show students' learning difficulties are caused by psychological problems, remedial learning can be carried out after students solve their psychological problems. For example, if students' learning difficulties occur because they do not have learning motivation then before participating in remedial learning it should follow certain counseling or assistance that can increase their learning motivation. After the students have high learning motivation, it can only be allowed to follow remedial learning. For students who experience learning difficulties but do not experience psychological problems can directly participate in remedial learning with teachers in the field of study where students experience learning difficulties. Remedial learning steps are as follows: • Re -review cases according to recommendations/referrals based on diagnostic learning difficulties. • Alternative choice of action, namely counseling first if students experience psychological problems or directly carry out remedial learning if students do not experience psychological problems. • Implementation of remedial learning by teachers in the field of study both individually and in groups. • Measurement of learning outcomes in remedial learning. • Evaluate the overall remedial learning process, especially if students still have not reached the KKM. Then re-evaluate and re-evaluate and diagnostic until students really reach the KKM. 8) Development of learning motivation Learning motivation development exercises are guidance services to facilitate students to have high learning motivation. Learning motivation development exercises can at least be done with modeling techniques and learning motivation development exercises. a) Modeling techniques The development of learning motivation through modeling techniques is intended to give a concrete example of a strong selfmotivation able to bring everyone to achieve their goals. The purpose of this program is that students hear firsthand the experience of the resource person. The motivational training speakers can be parents of students from various professions, public figures, or someone who is professional in their fields. The material presentation technique is lectures, discussions and performance (performance). b) Learning Motivation Development Exercises The development of learning motivation through this exercise is intended to foster motivation to learn in students. Implementation If the teacher guidance and counseling (counselor) has the ability in this technique, this activity can be carried out by the counselor, if not then the implementation involves other parties who are competent in this field.