PENERAPAN STRATEGI INSTRUKSIONAL, SUBSTANSIAL, INTERPERSONAL DALAM BIMBINGAN DAN KONSELING KARIR

Abstrak

Bimbingan dan konseling karir berperan penting dalam membantu siswa mempersiapkan dan merencanakan masa depan karirnya secara terarah. Namun, sebagian besar penelitian terdahulu cenderung mengkaji strategi layanan Bimbingan dan Konseling karir secara terpisah dan belum banyak yang membahas penerapan ketiga strategi secara terintegrasi beserta hambatan nyata di lapangan. Penelitian ini bertujuan untuk mengkaji penerapan strategi instruksional, substansial, dan interpersonal dalam layanan Bimbingan dan Konseling karir di sekolah serta mengidentifikasi hambatan yang muncul selama pelaksanaanya. Penelitian ini menggunakan pendekatan kualitatif dengan metode wawancara semi-terstruktur. Subjek penelitian adalah guru Bimbingan dan Konseling yang dipilih secara purposive karena terlibat langsung dalam penyelenggaraan layanan bimbingan karir. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi instruksional yang diwujudkan melalui layanan klasikal, edu expo, dan asesmen psikologi mampu meningkatkan pemahaman siswa mengenai berbagai alternatif karir. Strategi substansial melalui konseling individual dan penguatan potensi diri membantu siswa mengembangkan keyakinan dalam menentukan pilihan karir. Adapun strategi interpersonal yang berfokus pada empati, mendengarkan aktif, dan komunikasi terbuka menciptakan hubungan konseling yang kondusif sehingga siswa lebih leluasa mengeksplorasi permasalahan karir yang dihadapi. Hambatan yang ditemukan meliputi rendahnya keterlibatan orang tua, keterbatasan anggaran sekolah, dan keterbatasan validitas instrumen asesmen. Temuan penelitian menunjukkan bahwa integrasi ketiga strategi tersebut dapat menjadi pendekatan yang komprehensif dalam mendukung pengembangan aspek kognitif dan afektif siswa untuk merencanakan karir secara mandiri dan bertanggung jawab.

Career guidance and counseling plays an important role in helping students prepare and plan their future careers in a structured manner. However, most previous studies tend to examine career guidance and counseling strategies separately, and few have discussed the integrated implementation of all three strategies along with the actual barriers encountered in practice. This study aims to examine the implementation of instructional, substantial, and interpersonal strategies in career guidance and counseling services at school, as well as to identify barriers that arise during their implementation. This study employed a qualitative approach using semi-structured interviews. The research subject was a guidance and counseling teacher selected purposively due to direct involvement in the delivery of career guidance services. Data analysis was conducted through stages of data reduction, data presentation, and conclusion drawing. The results indicate that the instructional strategy, realized through classroom services, educational expos, and psychological assessments, was effective in enhancing students' understanding of various career alternatives. The substantial strategy, through individual counseling and self-potential reinforcement, helped students develop confidence in determining their career choices. Meanwhile, the interpersonal strategy focusing on empathy, active listening, and open communication created a conducive counseling relationship, allowing students to explore their career concerns more freely. Barriers identified include low parental involvement, limited school budget, and limited validity of assessment instruments. The findings suggest that the integration of these three strategies can serve as a comprehensive approach in supporting the development of students' cognitive and affective aspects to plan their careers independently and responsibly.