Profil Kompetensi Sosial Guru Bimbingan dan Konseling Menurut Persepsi Guru Mata Pelajaran di SMAK Giovanni Kupang Tahun Pelajaran 2024/2025

RESAA, Alfonsia Maria (2025) Profil Kompetensi Sosial Guru Bimbingan dan Konseling Menurut Persepsi Guru Mata Pelajaran di SMAK Giovanni Kupang Tahun Pelajaran 2024/2025. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

Thesis title: social competence profile of guidance and counseling teachers according to the perceptions of subject teachers at Giovanni Kupang Senior High School in the 2024/2025 academic year. The problem of this research: how is the social competence profile of guidance and counseling teachers according to the perceptions of subject teachers at Giovanni Kupang Senior High School in the 2024/2025 academic year? The purpose of this research is to determine the social competence profile of guidance and counseling teachers according to the perceptions of subject teachers at Giovanni Kupang Senior High School in the 2024/2025 academic year. The research uses a quantitative descriptive method with a data collection tool in the form of a guidance and counseling teacher social competence questionnaire. The data analysis technique used is central tendency analysis. The results of the research analysis show that the average score of the guidance and counseling teacher social competence profile is 113 in the range of 112-136, including the very high category. It can be concluded that according to the perceptions of subject teachers, guidance and counseling teachers at Giovanni Kupang Senior High School have carried out their duties very well. Based on the results of the research data analysis as described, the researcher makes the following recommendations to certain parties: a) The principal, as the person in charge of the school, needs to provide appreciation and facilitate further training to maintain this outstanding performance. Furthermore, the role of the guidance counselor can also be optimized as a collaborative partner for other teachers to build a more supportive learning environment. b) Guidance and counseling teachers are expected to be more active in building open communication with various school parties, such as the principal, homeroom teachers, subject teachers, students, and parents, in providing guidance and counseling services. c) Researcher: This research can be used as input for researchers as prospective BK teachers in developing the social skills needed in providing guidance and counseling services in schools.

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