Guidance and Counseling Service Dynamics at MAN 2 Majalengka

Khairul Fahry; Dicky Subekti; Anggun Dwiyanti; Tia Tia

doi:10.69693/jeca.v3i1.52

Authors

Khairul Fahry Bunga Bangsa Islamic University Cirebon
Dicky Subekti Universitas Islam Bunga Bangsa Cirebon, Indonesia
Anggun Dwiyanti Universitas Islam Bunga Bangsa Cirebon, Indonesia
Tia Bunga Bangsa Islamic University Cirebon

DOI:

https://doi.org/10.69693/jeca.v3i1.52

Keywords:

Counseling Guidance, BK Teacher, Student Problems, Educational Services

Abstract

This study examines the dynamics of guidance and counseling services at MAN 2 Majalengka and the role of school counselors in responding to student needs. A qualitative case study approach was used, with data derived from an in-depth interview with a key guidance and counseling teacher and supporting school documentation. The findings show that counseling services contribute to students’ academic, personal, social, emotional, and career development, while also functioning as an accessible support center within the school. The most frequent concerns involve attendance, rule violations, smoking behavior, peer influence, family supervision, and excessive digital activity. The counselor responds through individual counseling, empathic communication, commitment building, parental involvement, and coordination with school personnel. The study also identifies important constraints, including a high counselor workload, limited time for preventive services, and persistent stigma that associates counseling with punishment. These findings highlight the importance of strengthening counselor staffing, clarifying the developmental function of school counseling, and expanding collaboration among counselors, teachers, parents, and school leaders. Because the study focuses on one key informant, its conclusions are interpreted as a bounded case description rather than a generalized representation of all school counseling practices in Indonesia. Future research should involve multiple informants and student perspectives.

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