Analysis of Readiness and Support Systems for Guidance and Counseling (BK) Services Management in the Implementation of Social-Emotional Learning (SEL) at SMP Negeri 1 Padaherang
DOI:
https://doi.org/10.59944/postaxial.v4i2.2137Keywords:
social-emotional learning, guidance and counseling management, school readiness, character education.Abstract
This study aims to analyze the readiness and management support system of guidance and counseling (BK) services in implementing social-emotional learning (SEL) at SMP Negeri 1 Padaherang. The background of this study departs from the changing paradigm of 21st-century education that requires schools to focus not only on academic aspects, but also on the social-emotional well-being of students. BK services have a strategic role as a driving force for coordinating character building and student psychological well-being through the development of five core SEL competencies according to CASEL (2018). This study uses a conceptual-empirical approach (field-based conceptual study) with a mixed-methods design (descriptive-quantitative and thematic qualitative) with data sources in the form of a social-emotional skills (KSE) questionnaire adapted from the Social and Emotional Learning Scale, interviews, and Focus Group Discussions (FGDs) with teachers and homeroom teachers. Quantitative data were analyzed descriptively on 191 respondents of 7th and 8th grade students, while qualitative data were analyzed using thematic techniques. The analysis results showed that students' social-emotional skills were in the moderate category (M = 2.75; SD = 0.38). The dimension with the highest score was relationship skills (M = 2.95), followed by self-management (M = 2.78), while social awareness (M = 2.59) was the lowest. Teacher FGDs revealed that SEL implementation had been carried out intuitively through reflective habits, group activities, and a heart-to-heart approach between teachers and students, but had not been systemically integrated into the guidance and counseling curriculum or school policies. The main obstacles included a lack of professional training, limited internal policy support, and minimal coordination between teachers and the guidance and counseling department. These findings confirm that individual readiness (teachers and counselors) is relatively good, but support for the guidance and counseling management system still needs to be strengthened through more structured policies, training, and collaboration. This article recommends the development of a guidance and counseling management model based on systemic readiness as a framework for sustainable SEL implementation at the secondary school level.
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