GUIDANCE AND COUNSELING AND HISTORY The birth of the BK 17 PLUS

Preliminary
History of the birth of the Guidance and Counseling in Indonesia starting from the inclusion of Guidance and Counseling (formerly Guidance and Counseling) in the school setting. Thought it started since 1960. This is one of the Conference of the Faculty of Teacher Training and Education (abbreviated FKIP, which later became the Teachers' Training College) in Malaysia on 20 to 24 August 1960. Subsequent development of Bandung Teachers' Training College in 1964 and founded the IKIP Malang majoring in Guidance and Counseling. In 1971 Pioneer School embryo Development Project (PPSP) on eight IKIP the IKIP Padang, IKIP Jakarta, Bandung IKIP, IKIP Yogyakarta, Semarang IKIP, IKIP Surabaya, Malang Teachers' Training College, and IKIP Menado. Through this project developed Guidance and Counseling, also successfully developed "The Basic Plan and the Development of Guidance and Counseling" in PPSP. 1975 Birth of Curriculum for High School Guidance Manual contains therein and Guidance.
Program was held in 1978 and PGSLA PGSLP Guidance and Counseling at Teachers' Training College (at D2 or D3) to fill the job Teacher Guidance and Counselling in schools up until that time there has been no quota appointment of graduate teachers BP S1 Department of Guidance and Counseling. Appointment of Teachers in School Guidance and Counseling began to be held since the PGSLP and PGSLA Guidance and Counseling. The presence of Guidance and Counselling formally recognized legally in 1989 with the birth of SK Menpan No. of Figures 026/Menp an/1989 Credit for Teacher Position within the Department of Education and Culture. Specified in the Decree is officially the activities of guidance and counseling services in schools. However, implementation in schools is still not clear as first thought to support the mission of the school and helping students to achieve educational goals mereka.Sampai implementation of the 1993 Guidance and Counselling in schools is not clear, even worse, especially users of the view that parents are less friendly to BP. Emerged the notion that children are identical to the BP with a troubled child, when parents were invited to the school by a guidance counselor minds of parents think that children in schools should be a problem or a problem. Until the birth of the Decree No. minister. 83/1993 on Teachers and Functional Credit Figures are contained within the rules of guidance and counseling in schools. Principal provisions of the minister's decree further elaborated through the Education Minister Decree No. 025/1995 as a guide the implementation of Functional Master and Credit Score. In the Education Minister of the term SK Guidance and Counseling Guidance and Counseling changed to the school and carried out by the Supervising Teacher. This is where the pattern of implementation of guidance and counseling in schools began to clear.
Pre-Birth of Pattern 17
Implementation Guidance and counseling in schools organized with no clear pattern, the pattern of obscurity to be applied to impact on the poor image of guidance and counseling, so that gave birth to misconceptions about the implementation of the BK, the emergence of negative perceptions of the implementation of the BK, the various criticisms appear as an expression of disappointment at the performance of teachers supervisor so a misunderstanding, negative perceptions and misconceptions go on. Issues implicated are: school counselors are considered school police, BK regarded solely as advisory, BK restricted to dealing with the problems incidental, BK is restricted to specific clients, BK serve "sick" or "not normal", BK own work, school counselors must be active while others are passive, the notion that the BK work can be done by anyone, service complaints center on the first BK alone, BK considered the results of the work should be seen, the generalized problem solving for all clients, focusing efforts BK on the use of instrumentation BK (tests, inventories, questionnaires, etc.) and the BK is restricted to dealing with minor issues only.
Implementation Guidance and counseling in schools organized with no clear pattern, the pattern unclear due to be implemented include the following matters:
1. The absence of legal
Since the conference in Malang in 1960 until the advent of Guidance and Counseling Department at IKIP Bandung and Malang Teachers' Training College in 1964, focused thinking is designed to print educational personnel at the school BP. The 1975 National Convention on Malang guidance I managed to spawn the formation of important decisions such as the Organization of guidance Guidance Officers Association of Indonesia (IPBI). Through this IPBI future that will struggle to obtain legal umbrella implementation guidance and counseling in schools became apparent direction of its activities.
2. Incredible passion to perform
BP in sekolahLahirnya Menpan No. SK. 026/Menpan/1989 about Numbers Credit for Teacher Position within the Department of Education and Culture. A gust of fresh implementation of Guidance and Counselling in schools. Extraordinary zeal to implement this because it says "The task of the teacher is teaching and / or guide." The interpretation of this implementation in schools and the support of mentors and teachers who graduated from the Department or the Department of Guidance and Counseling Educational Psychology and Guidance (since 1984/1985) is still lacking, making the implementation of the Guidance and Counselling in schools is not clear. Moreover conducted by teachers from the school assigned to a senior teacher or want to retire, the shortage of teachers at the subjects to meet the demands of credit points. Legal recognition of such minister by decree to be much direction, especially for the implementation of guidance and counseling in schools.
3. There are no clear rules
What, why, why, how, to whom, by whom, when and where the implementation of the Guidance and Counseling is also carried out is unclear. By whom guidance and counseling carried out, in many schools there was given to senior teachers, teachers who want to retire, which is less subject teachers to meet the demands of teaching hours of credit points. These teachers do not master the most obvious and was not prepared to be the Supervising Teacher. The impression of being caught in public, especially parents of students completing their duties Guidance Counseling troubled child. So that when the parents called to school let alone a call Supervising Teachers, parents become embarrassed, and there are already thinking of what the house with his son, in trouble or have problems if. In terms of supervision, is also not clear direction and implementation oversight. In addition, with no clear pattern that resulted in:
A.
BP Teachers (now the School Counsellor) have not been able to optimize its duties and functions in providing services to students who become their responsibility. What happened instead was assigned a tutor to teach subjects such as one of Indonesian Language, Art, of etc..
2.Supervising teacher cum librarian, collecting and processing the students in certain classes and serves as a teacher on duty and a substitute teacher for subject teachers are unable to attend.
3.Mentor teacher assigned as a "school cop" who take care of and judge the students who do not obey school rules such as late entry, do not wear uniforms or dress pants or a skirt out of.
4.Headmaster is unable to supervise, because they do not understand the program and the services have not been able to facilitate the activities of guidance services in schools,
5.Occur erroneous perceptions and views of school personnel to tasks and functions of a tutor, so it does not develop as hoped cooperation in the organization's guidance and konseling.Kondisi-conditions as above, occurs in almost every school in Indonesia.
Birth of Pattern 17
Mendikbud No. SK. 025/1995 as a guide the implementation of Functional Numbers Credit Guru and there are things that are substantial, particularly with regard to guidance and counseling are: 1. The term "guidance and counseling" was officially changed to "guidance and counseling." 2. Implementing guidance and counseling in schools is a guidance counselor, the teachers who are specifically assigned to it. Thus the guidance and counseling is not implemented by any teacher or any teacher. 3. Teachers who are appointed or assigned to carry out the guidance and counseling activities are those that are capable of carrying out such activities; minimum following the upgrading of guidance and counseling for 180 hours. 4. Guidance and counseling activities carried out with a clear pattern: a. Definition, objectives, functions, principles and principle-principle. b. Field of counseling: personal counseling, social, learning and career c. Type of service: service orientation, information, placement / distribution, learning, individual counseling, group guidance and counseling kelompok.d. Supporting activities: instrumentation, data sets, case conferences, home visits and hand over the case. The elements above (number 4) to form what was then called "The pattern of BK-17" 5. Any guidance and counseling activities carried out through the stages of: a. Kegiatanb planning. Kegiatanc implementation. Kegiatand outcome assessment. Analysis of results penilaiane. Lanjut6 follow. Guidance and counseling activities conducted within and outside of school hours. The things above are expected to substantially change the condition is not clear who had long gone before. Sought concrete steps such as: 1. Appointment of a supervising teacher guidance and educational background konseling.2. Upgrading of the teachers supervising the national, regional and local start dilaksanakan.3. Arranging counseling guidance and counseling activities in schools, such as: a. Guidance and konselingb textbooks. The book guides the implementation of comprehensive guidance and counseling in sekolahc. Programming guide and konselingd guidance. Assessment guidance and counseling services konselinge results. Guide the management of guidance and counseling in sekolah4. Development of guidance and konseling5 instruments. Council of Teachers Supervising the preparation of guidelines (MGP) By decree of the Education Minister No 025/1995, especially concerning the guidance and counseling is now clear: the term used guidance and counseling, implementing guidance counselor or teacher who has been following the upgrading of guidance and counseling for 180 hours, activities with The pattern of BK-17, implementation of activities through the planning, implementation, assessment, analysis and follow-up assessment. Implementation of activities can be inside and outside working hours. Supervising teacher professional development through the Council of Teachers Advisors, and the guidance counselor can also get text books and guide books.