Implementing Permenpan Number 16/2009 About Guidance and Counseling Services in Primary School: Teachers’ Need Analysis

Abstract

The aim of this quantitative descriptive study is to describe the needs of primary school teachers in providing counseling services as the implementation Permenpan Number 16 of 2009, Permendiknas Number 35 of 2010 and POP BK SD. The population was primary school teachers throughout West Sumatera, totaling 129 people and were determined as the research sample. The data were collected by using questionnaire which assessed the obstacles faced by the teacher in the implementation of Guidance and Counseling, and the needs to overcome these obstacles. Scale measurement used the Guttman scale and distributed by using Google Form application. The research findings show that: 1) 96.9% of respondents had understood their responsibility to provide counseling services, 2) 86.8% had implemented counseling services. 3) The obstacles experienced in providing counseling services: a) lack of knowledge (61.2%). b) lack of skills in developing instruments (47.3%). c) lack of skills in processing instrument results (46.5%). d) lack of skills in implementing counseling services (48.1%) and e) lack of supporting infrastructure (66.7%). 4) The need to overcome the obstacles: a) increasing knowledge (71.3%), b) training in preparing need assessment instruments (58.1%), c) training in preparing counseling programs (58.9%) and d) skills training for providing counseling services (64.3%). It is expected that the findings of this study can be followed up by subsequent research so that the obstacles experienced by class teachers can be overcome and counseling services in primary schools can run optimally.

The Role of Parents in Responding to Bullying Actions at the Elementary School Level

“…As a result, it is difficult for children to distinguish which actions lead to efforts to resolve conflicts and actions that turn away or run away from conflicts. Weak selfconcept in children makes children tend to have the nature of giving up, blaming themselves or blaming others negatively, and even close themselves because they are trapped in the assumption of a lack of appreciation for their abilities (Hadiarni, Jumiarti, Ardimen, Asmita, & Khairiah, 2023). Conversely, children who are equipped by parents with positive self-concept reinforcement will be more adaptive in responding to any problems both from within themselves and from outside themselves or conflicts in their social environment (Setyaningsih, Khodijah, & Munir, 2021).…”