Comprehensive Guidance and Counseling Service Management and School Academic Climate Development to Support Student Learning Achievement
DOI:
https://doi.org/10.58905/jse.v7i1.868Keywords:
Guidance and Counseling Management, Comprehensive Guidance and Counseling Services, School Academic Climate, Learning Achievement, Multi-Site Case StudyAbstract
This study examines comprehensive guidance and counseling (GC) service management and school academic climate development as coordinated strategies intended to support junior high school students’ learning achievement in Ngadirojo District, Pacitan Regency, Indonesia. A qualitative multi-site case study was conducted in four schools: SMP Negeri 1 Ngadirojo, SMP Negeri 3 Ngadirojo, SMP Muhammadiyah Ngadirojo, and SMP Miftahul Huda Ngadirojo. Data were collected through semi-structured interviews, observations, and document analysis involving principals, GC teachers, homeroom teachers, subject teachers, and students. The findings describe GC management through needs identification, planning, organization, implementation, evaluation, and follow-up. Academic-climate practices reported in this study include discipline, literacy habits, active learning, motivation and recognition, and remedial and enrichment activities. Coordination among school leaders, teachers, GC personnel, and parents was described as a means of responding to students’ academic and personal needs. However, the available data do not provide a complete site-by-site participant profile, a systematic inventory of achievement records, or comparable pre- and post-intervention indicators. The findings therefore characterize reported management practices and perceived support rather than demonstrate measurable effects on academic achievement. The study highlights the importance of coordinated student support and transparent cross-site documentation.
Downloads
References
[1] T. Samsuri, A. T. Atmadja, I. N. Tika, and I. W. Suastra, “Human resource development: A philosophy of education perspective,” Path of Science, vol. 10, no. 11, pp. 3001–3016, 2024, doi: 10.22178/pos.111-6.
[2] A. Costa et al., “Determinants of academic achievement from the middle to secondary school education: A systematic review,” Social Psychology of Education, vol. 27, pp. 3533–3572, 2024, doi: 10.1007/s11218-024-09941-z.
[3] Pacitan Regency Government, “Pacitan Regency Regional Regulation Number 5 of 2025 concerning the Pacitan Regency Medium-Term Development Plan for 2025–2029,” 2025.
[4] U. Bronfenbrenner and P. A. Morris, “The bioecological model of human development,” in Handbook of Child Psychology, W. Damon and R. M. Lerner, Eds. Wiley, 2006.
[5] American School Counselor Association (ASCA), “The school counselor and school counseling programs,” 2025.
[6] S. C. Whiston, W. L. Tai, D. Rahardja, and K. Eder, “School counseling outcome: A meta-analytic examination of interventions,” Journal of Counseling & Development, vol. 89, no. 1, pp. 37–55, 2011, doi: 10.1002/j.1556-6678.2011.tb00059.x.
[7] D. Brown and J. Trusty, “School counselors, comprehensive school counseling programs, and academic achievement: Are school counselors promising more than they can deliver?” Professional School Counseling, vol. 9, no. 1, 2005, doi: 10.1177/2156759X0500900105.
[8] K. Wilkerson, R. Pérusse, and A. Hughes, “Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools,” Professional School Counseling, 2018, doi: 10.1177/2156759X1701600302.
[9] C. A. Campbell and G. Brigman, “Closing the achievement gap: A structured approach to group counseling,” The Journal for Specialists in Group Work, vol. 30, no. 1, pp. 67–82, 2005, doi: 10.1080/01933920590908705.
[10] S. Steen, Q. Shi, and J. Melfie, “A systematic literature review of school-counsellor-led group counselling interventions targeting academic achievement: Implications for research and practice,” Journal of School-Based Counseling Policy and Evaluation, 2021, doi: 10.25774/sgvv-ta47.
[11] P. Rutledge, C. Burgess, K. Bledsoe, and J. Haugen, “Examining Indiana’s state-recognized comprehensive school counseling programs, caseload, and academic outcomes of diverse student populations,” Journal of School-Based Counseling Policy and Evaluation, 2023, doi: 10.25774/7p0d-h080.
[12] M. Y. M. Cahyono, T. G. Chrisantiana, and E. Theresia, “Peran Student Well-Being dan School Climate terhadap Prestasi Akademik pada Siswa SMP Yayasan X Bandung,” Humanitas: Jurnal Psikologi, vol. 5, no. 1, pp. 1–16, 2021, doi: 10.28932/humanitas.v5i1.3523.
[13] M.-T. Wang, J. L. Degol, J. Amemiya, A. Parr, and J. Guo, “Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis,” Developmental Review, vol. 57, Art. no. 100912, 2020, doi: 10.1016/j.dr.2020.100912.
[14] S. Demirtas-Zorbaza, C. Akin-Arikan, and K. Terzic, “Does school climate that includes students’ views deliver academic achievement? A multilevel meta-analysis,” School Effectiveness and School Improvement, vol. 32, no. 4, pp. 543–563, 2021, doi: 10.1080/09243453.2021.1920432.
[15] S. Ningtias, Suyanto, Wardana, and Indrahadi, “Analysis of school climate factors as predictors of academic achievement in junior high schools: A literature review,” in Proc. 6th Asia-Pacific Education and Science Conference, 2021, doi: 10.4108/eai.19-12-2020.2309167.
[16] M.-T. Wang and J. L. Degol, “School climate: A review of the construct, measurement, and impact on student outcomes,” Educational Psychology Review, vol. 28, pp. 315–352, 2016, doi: 10.1007/s10648-015-9319-1.
[17] A. Voight and M. Nation, “Practices for improving secondary school climate: A systematic review of the research literature,” American Journal of Community Psychology, vol. 58, nos. 1–2, pp. 174–191, 2016, doi: 10.1002/ajcp.12074.
[18] S. M. Daily, M. J. Mann, C. L. Lilly, A. M. Dyer, M. L. Smith, and A. L. Kristjansson, “School climate as an intervention to reduce academic failure and educate the whole child: A longitudinal study,” Journal of School Health, vol. 90, no. 3, pp. 182–193, 2020, doi: 10.1111/josh.12863.
[19] S. Maxwell, K. J. Reynolds, E. Lee, E. Subasic, and D. Bromhead, “The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data,” Frontiers in Psychology, vol. 8, Art. no. 2069, 2017, doi: 10.3389/fpsyg.2017.02069.
[20] C. Erdem and M. Kaya, “The relationship between school and classroom climate, and academic achievement: A meta-analysis,” School Psychology International, vol. 45, no. 4, pp. 380–408, 2024, doi: 10.1177/01430343231202923.
[21] J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 6th ed. Sage, 2023.
[22] R. K. Yin, Case Study Research Design and Methods, vol. 30. Sage, 2014, doi: 10.3138/CJPE.BR-240.
[23] P. Baxter and S. Jack, “Qualitative case study methodology: Study design and implementation for novice researchers,” The Qualitative Report, vol. 13, no. 4, pp. 544–559, 2008, doi: 10.46743/2160-3715/2008.1573.
[24] M. B. Miles, A. M. Huberman, and J. Saldaña, Qualitative Data Analysis: A Methods Sourcebook, 4th ed. Sage, 2020.
[25] J. K. Podiya, J. Navaneetham, and P. Bhola, “Influences of school climate on emotional health and academic achievement of school-going adolescents in India: A systematic review,” BMC Public Health, vol. 25, Art. no. 54, 2025, doi: 10.1186/s12889-024-21268-0.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Rita Varia Candra, Bambang Sudarsono, Enung Hasanah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
