Management of Guidance and Counseling Services for Student Character Building Implementing Pancawaluya in Junior High Schools
DOI:
https://doi.org/10.58905/jse.v7i1.1.795Keywords:
Character Education, Guidance and Counseling Management, Junior High School, Pancawaluya, POAC ManagementAbstract
Guidance and counseling (Bimbingan dan Konseling, BK) services in Indonesian junior high schools remain dominated by curative work and constrained by unfavorable counselor-to-student ratios, while regional policy expects them to cultivate local-wisdom character values. This study examines the management of BK services for character building under the West Java Gapura Pancawaluya program at SMP Negeri 19 Bandung and SMP Negeri 43 Bandung through Terry’s Planning, Organizing, Actuating, and Controlling (POAC) framework. A qualitative multi-site case study involved 21 participants: 2 principals, 2 vice-principals for student affairs, 2 BK coordinators, 5 BK teachers, and 10 students selected by maximum variation. Data were generated through in-depth interviews, 18 observation sessions, and 54 documents, coded deductively against POAC with inductive sub-coding, and analyzed with the Miles, Huberman, and Saldaña interactive model under Lincoln and Guba’s trustworthiness criteria. Both schools operate at counselor ratios of 1:258 and 1:299 against a benchmark of 1:150, and 68% and 74% of recorded service time is responsive or curative. Judged against five explicit criteria, SMP Negeri 19 Bandung is more established in planning documentation, organizational structure, service coverage, and evaluation, whereas SMP Negeri 43 Bandung is more established in digital service innovation. At both schools, none of the five Pancawaluya values has been translated into measurable behavioral indicators, so BK management supports character work without being able to demonstrate character attainment. Defining such indicators is the precondition for evidence-based evaluation of the program.
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