Kinerja Guru Bimbingan dan Konseling SMA Kota Surabaya dan Faktor-Faktor yang Mempengaruhinya
Performance of Surabaya City Senior High School Guidance and Counseling Teachers and the Factors Affecting Them
Mokhamad Imron. 2020. Kinerja Guru Bimbingan dan Konseling SMA Kota Surabaya dan Faktor-Faktor yang Mempengaruhinya. Tesis. Program Pascasarjana Universitas Negeri Surabaya. Pembimbing: (1) Dr. Najlatun Naqiyah, S.Ag., M.Pd., dan (2) Dr. Retno Tri Hariastuti, M.Pd., Kons.
Kata-kata Kunci: Kinerja guru bimbingan dan konseling, pembinaan kepala sekolah, pembinaan pengawas, imbal jasa, pengalaman diklat.
Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis: (1) kinerja guru BK, pembinaan kepala sekolah, pembinaan pengawas, imbal jasa, dan pengalaman diklat guru BK SMA Kota Surabaya tahun pelajaran 2019-2020; (2) signifikansi pengaruh pembinaan kepala sekolah, pembinaan pengawas, imbal jasa, dan pengalaman diklat baik secara simultan maupun secara parsial terhadap kinerja guru BK.
Penelitian ini menggunakan pendekatan kuantitatif jenis deskriptif eksplanatoris. Populasi keseluruhan guru BK SMA Kota Surabaya sejumlah 256 orang. Sampel diambil sebanyak 154 orang menggunakan tabel sampling Krejcie & Morgan. Data dikumpulkan dengan kuesioner, dianalisis dengan statistik deskriptif dan regresi berganda.
Hasil penelitian menunjukkan: (1) Secara deskriptif kinerja guru BK SMA Kota Surabaya tergolong “baik”, rerata nilai mencapai 3.41, pembinaan kepala sekolah terhadap guru BK tergolong “baik”, rerata nilai 3.22, pembinaan pengawas “baik”, rerata nilai 3.20, pemberian imbal jasa tergolong “baik,” rerata nilai 3.03, dan pengalaman diklat guru BK tergolong “baik”, rerata nilai 3.56: (2) Pembinaan kepala sekolah, pembinaan pengawas, pemberian imbal jasa, dan pengalaman diklat secara simultan berpengaruh signifikan terhadap kinerja guru BK. F = 164.928 dan sig p < 0.01. Sumbangan efektifnya sebesar 83.2%; (3) secara parsial pembinaan kepala sekolah berpengaruh signifikan terhadap kinerja guru BK. Sumbangan efektifnya 87%; (4) Secara parsial pembinaan pengawas berpengaruh signifikan terhadap kinerja guru BK. Sumbangan efektifnya sebesar 27.2%; (5) Secara parsial pemberian imbal jasa berpengaruh signifikan terhadap kinerja guru BK. Sumbangan efektifnya sebesar 11.5%; (6) Secara parsial pengalaman diklat berpengaruh signifikan terhadap kinerja guru BK. Sumbangan efektifnya sebesar 24.6%.
Berdasarkan temuan tersebut, maka seyogyanya guru BK lebih meningkatkan kinerjanya dalam: (1) melakukan referal sebagai upaya membantu siswa; (2) melakukan bimbingan teman sebaya; (3) konferensi kasus; (4) kunjungan rumah; dan (5) mengikuti kegiatan ilmiah. Selain itu perlu terus mengembangkan diri dengan melanjutkan studi ke program pascasarjana
Mokhamad Imron. 2020. Performance of Surabaya City Senior High School Guidance and Counseling Teachers and the Factors Affecting Them. Thesis. Surabaya State University Postgraduate Program. Advisors: (1) Dr. Najlatun Naqiyah, S.Ag., M.Pd, and (2) Dr. Retno Tri Hariastuti, M.Pd., Kons.
Key words: Performance of guidance and counseling teachers, principals guidance, supervisor guidance, remuneration, training experience.
This research aims to describe and analyze: (1) the performance of guidance and counseling teachers, guidance for school principals, supervisors training, remuneration, and training experience for BK teachers in SMA Surabaya for the 2019-2020 academic year; (2) the significance of the influence of school principal coaching, supervisor development, remuneration, and training experience either simultaneously or partially on the performance of BK teachers.
This research uses a quantitative approach, descriptive explanatory type. The total population of BK teachers at SMA Surabaya is 256 people. A sample of 154 people was taken using the Krejcie & Morgan sampling table. Data were collected by means of a questionnaire, analyzed with descriptive statistics and multiple regression.
The results showed: (1) Descriptively the performance of BK teachers in SMA Surabaya was classified as "good", the mean score was 3.41, the guidance of the principal towards BK teachers was classified as "good", the mean score was 3.22, the supervision of supervisors was "good", the mean score was 3.20, the provision of remuneration is classified as "good," the average value is 3.03, and the experience of BK teacher training is classified as "good", the average value is 3.56: (2) Coaching the principal, coaching supervisors, providing remuneration, and training experience simultaneously have a significant effect on teacher performance BK. F = 164,928 and sig p <0.01. The effective contribution is 83.2%; (3) partially the coaching of school principals has a significant effect on the performance of BK teachers.The effective contribution is 87%; (4) Partially supervisor coaching has a significant effect on the performance of BK teachers. The effective contribution is 27.2%; (5) Partially the provision of remuneration has a significant effect on the performance of BK teachers. Its effective contribution is 11.5%; (6) Partially training experience has a significant effect on the performance of BK teachers. Its effective contribution is 24.6%.
Based on these findings, counseling teachers should further improve their performance in: (1) making referrals as an effort to help students; (2) provide peer guidance; (3) case conference; (4) home visits; and (5) participating in scientific activities. In addition, it is necessary to continue to develop themselves by continuing their studies to postgraduate programs