every student should be free of the problem studied. But in reality there are many students who are still having problems learning, especially in the field of learning skills. This study aims to describe students' learning problems related to learning skills as well as handling. This study classified the type of descriptive quantitative research. The study population of 323 students with a sample of 67 students at SMA N 2 Lintau Buo. The research instrument is the questionnaire. The findings of the research revealed: the high learning problems experienced by students at every skill learning, as well as the lack of interest of students to consult the learning problem faced by teachers BK.

This research was aimed at revealing the role of the Guidance and Counseling teachers and the lesson teachers in preventing among the students at SMK 5 Kota Padang. This was a descriptive qualitative research. The sample of the research was 8 Guidance and Counseling teachers and 58 lesson teachers which were chosen through proportional random sampling technique. The data was colleted through questionnaires of likert scale. The data then was analyzed by using percentage technique. The result of data analysis revealed that: 1) generally, the Guidance and Counseling teachers often took their role in preventing the fighting among the students. This could be seen from: a) they frequently help the students in building their self-concept about selfpotential and peer-relationship, b) they frequently help the students in building their environmental understanding on family and school concepts, c) they sometimes gave a broad understanding on information about social, culture, law and religion values d) they sometimes worked cooperatively with the school communities, d) they frequently work cooperatively with the family of the students. 2) generally, the lesson teacher often took their role in preventing fighting among the students through, a) understanding the students characteristics, b) creating a conducive atmosphere socio-psychologically in the classroom, c) performing a mature personality and d) working cooperatively with the Guidance and Counseling teachers.

For students who are in puberty, they should have a self-concept in the face of changes experienced during puberty. Where they should have the knowledge, hope, and an assessment of the rapid body changes that occur at that time. But the facts on the ground, from observations and interviews that there are students who do not have a good self-concept in the face of puberty. This study classified the type of descriptive quantitative research. Research subjects were 79 students in the class VII puberty in SMP 13 Sijunjung. The research instrument is the questionnaire. Research findings reveal: in general students have a good self-concept in the face of puberty.

Abstratc Student's discipline violation at SMA N X Padang are affected by internal and external factors. Findings in the field showed that many students broke the school's discipline. This research is aimed to describe internal and external factors that affected students' discipline violation and those implications for Counseling and Guidance services. This research is classified into PENDAHULUANSekolah sebagai tempat menuntut ilmu, tidak hanya mengajarkan berbagai ilmu pengetahuan saja kepada siswa, tetapi juga mendidik dan mengarahkan tingkah laku siswa dari yang kurang baik menjadi yang lebih baik, sehingga diharapkan nantinya siswa memiliki karakter yang baik dan tercapai tujuan pendidikan nasional, sebagaimana yang tertuang dalam UU No. 20 tahun 2003 tentang Sistem Pendidikan Nasional pasal 3 menjelaskan bahwa: Pendidikan nasional berfungsi mengembangkan kemampuan dan watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, kemudian untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokrasi serta bertanggung jawab.Tujuan pendidikan nasional ini diperkuat dengan UU No. 20 tahun 2003 tentang Sistem Pendidikan Nasional pasal 1 ayat 1 yang menyatakan bahwa: Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan PENDAHULUANSekolah sebagai tempat menuntut ilmu, tidak hanya mengajarkan berbagai ilmu pengetahuan saja kepada siswa, tetapi juga mendidik dan mengarahkan tingkah laku siswa dari yang kurang baik menjadi yang lebih baik, sehingga diharapkan nantinya siswa memiliki karakter yang baik dan tercapai tujuan pendidikan nasional, sebagaimana yang tertuang dalam UU No. 20 tahun 2003 tentang Sistem Pendidikan Nasional pasal 3 menjelaskan bahwa: Pendidikan nasional berfungsi mengembangkan kemampuan dan watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, kemudian untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokrasi serta bertanggung jawab.Tujuan pendidikan nasional ini diperkuat dengan UU No. 20 tahun 2003 tentang Sistem Pendidikan Nasional pasal 1 ayat 1 yang menyatakan bahwa: Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan

It was assumed that students who had self-confidence would be able to complete their tasks and vise versa. In fact, there were still some students had less self-confidence in completing their tasks. This researchwas aimed at describing the students' self-confidence at SMA Negeri 1 Lubuk Sikaping in completing their task. This was a descriptive research whose population was 592 students. From those, 86 students were taken as the sample. The data was collected by using questionnaire. The result of the research revealed that the students' self-confidence at SMA Negeri 1 Lubuk Sikaping was in good category. To increase students's self confidence in completing thein tasks better, the guidance and counseling teachers give them information service, team guidance service, and individual counseling.