Urgency Analysis of the Needs of Banking and Country Services

Yulizar Abidarda, Jarkawi, Irhamni

Universitas Islam Kalimantan Muhammad Arsyad Al-Banjari, Indonesia

Keywords: E-book interactive, TISOL, Independence, Foreign Student

Abstract: As time went on, demands arose as desired by aid service users that a professional counselor must have a

track record of academic education and professional education in the field of guidance and counseling.

Today the main tasks of BK services are no longer handled side by side by school teachers who in fact are

administrators of certain fields of study. The categorization of "educators" in the scope of education in

addition to subject teachers and homeroom teachers (can be positioned as mentor teachers), also expanded

with the introduction of the BK teaching profession as part of the educator component (recognition of the

existence of this guidance and counseling profession as stated in the National Education System Law No.

20/2003 Article 1 paragraph 6 and Permendiknas No. 27/2008 concerning Academic Qualification

Standards and Counselor Competencies). Along with the development, many hopes and optimism were

based on BK teachers who could bring fresh air to changes in the atmosphere and process of education in

schools. The focus of his work is clear and firm, facing the possibilities of the emergence of psychological

problems in the lives of students and the development of students in the context of education. The demands

faced by guidance and counseling teachers are currently very complex. We have all understood that

guidance and counseling as integral parts of the education system have an important and strategic role in

supporting the achievement of educational goals that are independent. The main purpose of BK services in

schools is to provide support for the achievement of personality maturity, social skills, academic abilities,

and lead to the formation of individual career maturities that are expected to be useful in the future.

1 INTRODUCTION

An understanding of guidance and counseling (BK)

as a system and institutional framework cannot be

separated from the general view that BK services are

an integral part of the education system. The school

BK program is a series of BK service activity plans

in schools which will then become guidelines for

each personnel in their implementation and

accountability. If currently the BK program is

development-oriented, the consequence is that the

management of the BK program must meet the

requirements.

The orientation of this development requires that

BK services develop all aspects of students, all

students in educational institutions without anyone

being ignored and creating an environment that

supports the development of students. The

educational environment that supports the

development of students can be in the form of

schools, families, communities, communities,

various kinds of information media that influence

students' mindsets, attitudes and so on.

Initially, the term counselor was often attached to

people who were considered to have the ability and

important role in helping others, such as advisers,

clerics, preachers, pastors, and so on. The term

counselor profession also in its development later

became a profession that is inherent in the main

tasks for those who are engaged in the field of work

that are helping others, such as doctors, nurses, and

teachers.

As time went on, demands arose as desired by

aid service users that a professional counselor must

have a track record of academic education and

professional education in the field of guidance and

counseling. Today the main tasks of BK services are

no longer handled side by side by school teachers

who in fact are administrators of certain fields of

study. The categorization of "educators" in the scope

of education in addition to subject teachers and

homeroom teachers (can be positioned as mentor

teachers), also expanded with the introduction of the

BK teaching profession as part of the educator

component (recognition of the existence of this

guidance and counseling profession as stated in the

528

Abidarda, Y., Jarkawi, . and Irhamni, .

Urgency Analysis of the Needs of Banking and Country Services.

DOI: 10.5220/0009023500002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 528-535

ISBN: 978-989-758-470-1

National Education System Law No. 20/2003 Article

1 paragraph 6 and Permendiknas No. 27/2008

concerning Academic Qualification Standards and

Counselor Competencies).

Along with the development, many hopes and

optimism were based on BK teachers who could

bring fresh air to changes in the atmosphere and

process of education in schools. The focus of his

work is clear and firm, facing the possibilities of the

emergence of psychological problems in the lives of

students and the development of students in the

context of education. The demands faced by

guidance and counseling teachers are currently very

complex. We have all understood that guidance and

counseling as integral parts of the education system

have an important and strategic role in supporting

the achievement of educational goals that are

independent. The main purpose of BK services in

schools is to provide support for the achievement of

personality maturity, social skills, academic abilities,

and lead to the formation of individual career

maturities that are expected to be useful in the

future.

It seems that from time to time, the BK

profession tries to answer the challenges that from

time to time are increasingly complex. These

challenges are answered in the formulation of the

program that is able to cover all aspects of the needs

of students. Over the past few years, various efforts

have been made to address these challenges and

have created a new paradigm of the ideal model of

guidance and counseling services, namely

comprehensive school guidance and counseling.

Thus a comprehensive school BK program is

structured to reflect a holistic approach to the

foundation of program implementation, program

implementation, management systems and

accountability systems.

But on the other hand, the breakthrough

regarding Comprehensive BK also needs to be

analyzed what aspects are needed so that

Comprehensive BK can always be implemented in

the field by BK practitioners, of course. Analysis of

this need is also not a simple matter. Many parties

need to support both materially and non-materially

so that the guidance counseling services that are

packaged in a comprehensive format can be realized.

Arikel This will specifically review the needs of

counseling guidance formatted in the form of

Comprehensive BK as a trend that is deemed

appropriate to answer the challenges of the task

context as well as the expectations of current BK

services..

2 DISCUSSION

2.1 Comprehensive Bk Program

Components

In the book Professional Professional Education

Planning Counselors and BK Services in Counseling

in the Formal Education Pathway (Ministry of

Education, 2007), it is explained that the BK

program contains four components of service,

namely 1) basic guidance services; 2) individual

planning services; 3) responsive service; and 4)

system support. The understanding of each

component of the service is as follows:

2.1.1 Basic Services

Understanding. Basic services are defined as the

process of providing assistance to all counselees

through activities in classically structured experience

or group preparation which are presented

systematically in order to develop long-term

behaviors in accordance with the stages and

development tasks (which are defined as

independence competency standards) needed in

developing capabilities choose and make decisions

in living their lives.

In the United States itself, the term basic service

is more popular as the guidance curriculum. Not

much different from basic services, this guidance

curriculum is expected to facilitate the improvement

of knowledge, attitudes, and certain skills in students

that are appropriate and in accordance with the

stages of development (Bowers & Hatch, 2000)

The use of development assessment instruments

and scheduled face-to-face activities in class is

needed to support the implementation of this

component. Needs assessment is needed to form the

basis for developing the structured experience

mentioned.

Aim. This service aims to help all counselees to get

normal development, have a healthy mentality, and

obtain basic life skills, or in other words help the

counselee so that they can achieve their development

tasks. In detail, the purpose of this service can be

formulated as an effort to help counselees to (1)

have awareness (understanding) about themselves

and their environment (education, employment,

social culture and religion), (2) able to develop skills

to identify responsibilities or set of behaviors who is

fit for adjusting to his environment, (3) able to

handle or meet his needs and problems, and (4) able

to develop himself in order to achieve his life goals.

Urgency Analysis of the Needs of Banking and Country Services

529

2.1.2 Responsive Service

Understanding. Responsive service is the provision

of assistance to counselees who face needs and

problems that need immediate assistance, because if

they are not immediately assisted it can cause

disruption in the process of achieving developmental

tasks. Individualized counseling, crisis counseling,

consultation with parents, teachers, and transfer of

hands to other experts is a variety of assistance that

can be done in responsive services.

Aim. This responsive service aims to help

counselees in meeting their needs and solving

problems that are being experienced or helping

counselees who experience obstacles and failures to

achieve their development tasks. The purpose of this

service is also as an intervention in personal

counselee problems that arise immediately at that

time, both regarding personal, social, learning and

career issues. Responsive service will enable

students to care by immediately neutralizing the

turmoil of the problems they experience, because the

longer he harbors problems that in fact he cannot

solve themselves, the more obstructed the task of

development in the counselee will be.

2.1.3

Individual Planning

Understanding. Individual planning is defined as

assistance to the counselee in order to be able to

formulate and carry out activities related to future

planning based on an understanding of their

strengths and weaknesses, as well as understanding

the opportunities and opportunities available in their

environment. The understanding of the counselee in

depth with all its characteristics, interpretation of the

results of the assessment, and the provision of

accurate information in accordance with the

opportunities and potential of the counselee is

needed so that the counselee is able to choose and

make the right decisions in developing their

potential optimally, including giftedness and special

needs counselee. Orientation, information,

individual counseling, referral, collaboration and

advocacy activities are needed in the implementation

of this service.

Aim. Individual planning aims to help the counselee

to (1) have an understanding of himself and his

environment, (2) be able to formulate goals,

planning, or management of his development, both

concerning personal, social, learning and career

aspects, and (3) can carry out activities based on

understanding, goals, and plans that have been

formulated.

The purpose of this individual planning can also

be formulated as an effort to facilitate counselees to

plan, monitor, and manage their own education,

career and social-personal plans. The contents of

individual planning services are the things that the

counselee needs to understand specifically about her

own development. Thus, although individual

planning is intended to guide the entire counselee,

the services provided are more individual in nature

because they are based on planning, objectives and

decisions determined by each counselee. Through

individual planning services, counselees are

expected to be able to:

1) Prepare to take part in further education, career

planning, and develop social-personal abilities,

which are based on his knowledge, information

about the School / Madrasah, the world of work,

and the community.

2) Analyze his strengths and weaknesses in order

to achieve his goals.

3) Measuring the level of achievement of his goals.

4) Take decisions that reflect his planning.

2.1.4

System Support

The three components above are direct giving

guidance and counseling to the counselee. Whereas

system support is a component of service and

management activities, work procedures,

infrastructure (eg Information and Communication

Technology), and the development of professional

counselor skills in a sustainable manner, which

indirectly provides assistance to counselees or

facilitates the smooth development of counselees.

This program provides support to counselors in

facilitating the implementation of the above services.

While for other educating personnel is to facilitate

the implementation of educational programs in

Schools / Madrasas. This component assumes that

the more fulfilled the need for system support that

improves the performance of the counselor, the more

optimal the counseling services.

2.2 Need Analysis of Comprehensive

BK Components

2.2.1 Basic Services

Development Focus. To achieve these objectives,

the focus of behavior developed concerns personal,

social, learning and career aspects. All of this is

closely related to efforts to help counselees in

BICESS 2018 - Borneo International Conference On Education And Social

530

achieving their development tasks (as independence

competency standards). Basic service material is

formulated and packaged on the basis of

independence competency standards including

development: (1) self-esteem, (2) achievement

motivation, (3) decision making skills, (4) problem

solving skills, (5) interpersonal relationship skills or

communicate, (6) awareness of cultural diversity,

and (7) responsible behavior. Matters related to

career development (especially at the junior / senior

high school level) include development: (1) religious

functions for life, (2) strengthening choice of study

programs, (3) professional work skills, (4) personal

readiness (physical- psychic, physical-spiritual) in

the face of work, (5) development of the world of

work, (6) the climate of the world of work, (7) how

to apply for a job, (8) criminal cases, (9) the dangers

of mass fights, and (10) the impact of free

association.

Need Analysis. Meeting the needs of students'

independence standards needs to be supported by the

skills of the school's own counselors in managing

and implementing the program designed. Counselors

need to equip themselves with an understanding of

the material related to the topic of student

independence standards. In this context, the role of

the system support component is the main thing so

that basic comprehensive BK services can be

realized optimally. The standard aspects of

independence competence above include aspects of

personal, social, learning, and career skills of

students with the aim of cognitive, affective, and

psychomotor skills of students. For this reason, it is

necessary to support all facilities and infrastructure

that enhance the transformation of insight into all

aspects of the students' standard of independence.

The facilities and infrastructure can be tangible

material such as funding for tourism or scientific

visits, practicum in the field, presenting speakers,

making events / events, or providing innovative

learning tools and facilities.

2.2.2 Responsive Service

Development Focus. The focus of responsive

service depends on the problem or needs of the

counselee. The problems and needs of the counselee

are related to the desire to understand something

because it is seen as important for their positive

development. Another problem is related to various

things that are perceived as disturbing the comfort of

life or hampering the counselee's self-development,

because their needs are not met, or failing to achieve

developmental tasks. Counselee problems are

generally not easily known directly but can be

understood through the behavioral symptoms they

display.

Problems (symptoms of problem behavior) that

may be experienced by the counselee include: (1)

feeling anxious about the future, (2) feeling inferior,

(3) behaving impulsively (childish or doing

something without considering it carefully), (4 )

ditching from School / Madrasah, (5) lazy learning,

(6) lacking positive learning habits, (7) lack of

socialization, (8) low learning achievement, (9) lazy

to worship, (10) promiscuity problems ( free sex ),

(11) brawl problems, (12) stress management, and

(13) family problems.

Need Analysis. As we understand together, the

service function of BK is a preventive function

(reinforcement), curative (healing), preservative

(maintenance), and developmental (development).

All of these functions can be framed in a plan that

has been structured as a systematic program.

Likewise responsive services in counseling that offer

optimal services so that the assistance process can be

provided even in situations of spontaneity or

conditionality.

This condition naturally leads BK professionals

and other parties who helped support the program in

a joint commitment to prepare as much as possible all

material services both informative, persuasive, and

curative in order to achieve excellent service for the

benefit of many parties. Not only that, responsive

services also need to be supported by facilities that

make it easy for counselors to provide assistance to

the counselee immediately. Examples of such

facilities include communication equipment, a place

or location for convenient counseling, easily

accessible information media, or even if it allows

accommodation to prostitute operational counselor

assistance.

To understand the needs and problems of

counselees can be reached by way of assessment and

analysis of the counselee's development, using a

variety of techniques, such as inventory development

tasks (ITP), counselee questionnaires, interviews,

observation, sociometry, attendance list counselee,

leger, psychological test and list of problems

counselee or tool reveals a problem (AUM).

2.2.3 Individual Planning

Development Focus. In detail the scope of the

individual planning focus includes the development

of aspects (1) of academics, including utilizing

Urgency Analysis of the Needs of Banking and Country Services

531

learning skills, conducting the selection of further

education or choice of majors, selecting appropriate

courses or additional lessons, and understanding the

value of lifelong learning; (2) careers include

exploring career opportunities, exploring work

practices, understanding the need for positive work

habits; and (3) social-personal includes developing

positive self-concepts, and developing effective

social skills.

Analysis of Needs. As described in the previous

sub-chapter, the purpose of individual planning

services is the ability of students to understand

themselves, plan themselves, and implement

planning according to the understanding of the

capabilities they have received. Then the elements of

need that need to be provided so that the objectives

of individual planning can be fulfilled is by

launching various instruments that are able to track

individual understanding both test and non-test.

Various instruments of understanding individual

tests or non-tests can be in the form of ITP, AUM,

DCM, IKMS, Psychology, orother techniques such

as interviews or personal and academic databases of

students.

The above instruments will not fully describe

aspects of the individual, but can be taken into

consideration in formulating a self-planning. After

the data from the results of the instrument are

obtained, the counselor helps describe the data in a

series of sentence editions that are able to be

understood by the counselee, and especially able to

be accepted by the counselee as an illustration of the

counselee's personal condition. Furthermore, the

counselor also needs a variety of information that

will be shared with the counselee about knowledge,

understanding, analysis, and evaluation of valuable

values in life or insights around career and future.

The next stage is to help the counselee step up in an

effort to equip themselves with skills, so that the

counselee is more ready to actualize herself in

welcoming the future.

2.2.4

Support System

Development Focus. System support is formulated

as activities that lead to self-development and

professionalism of the counselor. Indirectly, the

higher the quality of the counselor's performance,

the guidance and counseling services received by the

counselee will also be more optimal. On the other

hand, system support also functions to facilitate the

implementation of services because if these

components are met as they should, the majority of

the needs of facilities and infrastructure will lead to

perfection.

Needs Analysis. The implementation of the

counseling program is synergized as analogous to

the cycle of each element have portion and role

determine quality guidance program counseling that

alone. Elements involved in implementation of the

guidance program counseling that is "input-process-

output evaluation ". All element that is play a role in

portion each and framed in something system

framework work in it there is code ethics, context

work, standard professional, as well as expectations

the performance. System support consists of

management activities that form, maintain and

improve the effectiveness and efficiency of school

guidance and counseling as a whole. Fathur Rahman

(2008) explains that school counselors use their

skills to promote systemic change. Below this will

describedaspects that need to be implemented by a

counselor as form its contribution to development

guidance counseling in the field, at the same time

explain What just what is needed in fulfillment

aspect the said ;

a) Developing professional: school counselors

routinely involved in updating and sharing their

knowledge and professional skills through: (a)

Service training: school counselors attend school

service training to ensure their skills will be

updated in the areas of curriculum development,

technology and data analysis. They are also

given in-service teaching in the school

counseling and counseling curriculum as well as

other fields relating to school and society, (2)

Professional association membership: along with

the concept and orientation of school guidance

and counseling that continues to change and

develop, school counselors can improve their

competence by attending conferences and

meetings professional association, (3) Post-

graduation education: in line with the completion

of a series of work in school, school counselors

should add insight and abilities by attending

further education that contributes to the quality

of their profession.

b) Consultation, collaboration and group formation:

through consultation, partner formation,

collaboration and group formation, school

counselors make an important contribution to the

school system: (1) Consultation: counselors

should consult with teachers, school staff and

parents / guardians of students on a regular basis

in order to obtain information, provide support to

the school community and to receive feedback

BICESS 2018 - Borneo International Conference On Education And Social

532

on students' needs, (2) Establishment of partners

with staff, parents / guardians and related

communities: this involves the orientation of

staff, parents / guardians, business and industry,

social organizations and community members in

comprehensive school counseling programs

through activities such as partnerships, local

media, newspapers, and presentation, (3)

Network development: activities included in this

area are designed to help counselors gain

knowledge about resources in the community,

referral agents, sites, job opportunities and

information about the local job market. this could

also include visiting counselors to local business

institutions, industries and agents on a habitual

basis, (4) Advisory bodies: active school

counselors in service at advisory bodies,

community committees and so on by supporting

other programs in schools and communities,

then school counselors will get support for

school counseling and guidance programs.

c) Program management and operations: these

activities include planning and management

tasks needed to support activities carried out in

the school counseling and guidance program,

including responsibilities that must be borne as

school staff members : (1) Management

activities: include financing, facilitation, policies

and procedures, as well as research and

development of resources, (2) Data analysis: the

counselor analyzes the links between student

achievement and guidance and counseling

programs. This activity is useful for evaluating

guidance and counseling programs, conducting

research on the activities produced and finding

gaps between groups of students that need to be

straightened out. Data analysis helps develop

school guidance and counseling programs along

with the resources within them, (3) Fair

distribution of responsibilities: as members of the

education system, school counselors must

display a fair distribution of responsibilities.

2.3 Analysis of Other Needs That

Support Guidance and Counseling

Gysbers (2005) explained that the implementation of

the Guidance and Counseling program needs to be

supported by resources that are divided into

personnel, finance and political support. Personnel

(human) resources include staff. Financial resources

are used to support the provision of materials,

equipment, and facilities for the implementation of

guidance and counseling. Political resources are

shown by the policies made to support this program.

Because of the diversity of resources that will be

used in the guidance and counseling program, it

requires commitment from the staff involved.

In more detail, Gysbers outlines the components

that support the smooth running of the BK program,

namely:

Personnel. Staff or employee school others too have

role mentor in this program. In some school often a

counselor share problem with party administration

school. Then work same between all parties in the

school very support the implementation of this

program.

Source Power Finance. Source the intended power

here is Support funds needed in the guidance

program and counseling school. Supply material,

equipment and amenities is some example that can

supported. The firstthing to do is make design fees

that will needed on the guidance program and

counseling this. Although not there is post fund

special for this program, however often fund school

used for the same purpose. Collating salary para

employee school, provision tool write, supply

materials for guidance programs and counseling

(books, videos or films, pamphlets, tests, and system

assessment).Information this will give away

perspective financing for this program. Costs

required often more big from who has been

estimated.

Material. Collection materials that already thereis

play role that is not small too. Material could

grouped based on needs or level existing class.

Steps could traveled with way make list that loads

title, content, date manufacture, rights copyright, and

for is material that is will used. Need too for

knowing How origin material that is to ban for

borrow materials that is.

Equipment. With inventory equipment available

then will known quantity and quality tool that will

used. Equipment like audiovisual or computer not

can underestimated its role adult this. Its utilization

in a manner maximum will make it easier

implementation of BK.

Amenities. Information about facilities available for

guidance programs and counseling very much

needed. Places as room class specifically who will

functioned as room guidance or center information

or information career will support this program. If

development or manufacture The new space will eat

Urgency Analysis of the Needs of Banking and Country Services

533

up more many time and cost then utilization existing

space could make it easier the smooth running of

this program. By because it's data about facilities

available could give away sufficient information

valuable in p this.

Source Power Political. Element political question

here is on office service region or para maker policy;

regulations area or related association with this

program could help for make something standard

feasibility. this too covers para staff working in the

development program guidance and counseling this.

Policy. Policies issued by service region or national

could provide a work barometer for programs that

will you run it this. For compile a program,

especially first we should recognize regulations,

understanding that there are and aim from the

program already walk for this; components

structural from the guidance program and

counseling. Executor guidance and counseling

should knowing rules are applied government about

education. State regulations governing about Policy

financial for guidance programs and counseling.

policies that support developing career, and

education technology, prevention of drop out,

prohibition consumption medicines forbidden etc.

This fund flowed to governments local for then

distributed to all over region.

Standard Professionalism. Standardization of

guidance programs and counseling arranged by

department education, regional accreditation, and

association associated professionals. Standardization

this covers ratio comparison between student

counselor. ASCA, 2004, states that 1: 250 is the

ratio that is considered right. Standard for guidance

programs and counseling has been applied on more

from 30 countriesparts in America (Sink and

Macdonald, 1998) and ASCA ( ASCA 2005).

Support Staff. Some counselor school very expect

positive change and hope on Support from existing

staff; while others tend to for make planning own

with ignoring factor this. the insurer guidance

program answer and counseling should consider too

para existing staff and could work with staff both

related in a manner directly with this program or not

order this program could developing with good.

Supportparty administration and teacher - form

representative The main target of this program,

student-very needed order for change could happen

with effective. So too with Support from para

counselor school. Then all the existing should want

what 's the best for para students. They too maybe

will often ask about role a counselor school in

development potential. Support from board school

and party administration school too very expected

could spur all party for support this program.

Because without Support from all party then this

program only will is over to be a plans are very

beautiful only(Taylor, 2002).

3 CONCLUSIONS

The fundamental reason for the importance of needs

analysis intended to support the implementation of

the Guidance and Counseling program is that

Guidance and Counseling services in schools have a

positive impact on students and other parties who

are also served. Guidance and Counseling services

can occur incidentally without being planned.

However, these incidental situations and needs also

need to be formulated in a planned program even

though there are predictive elements in them.

Services without planning cannot guarantee the

optimal positive impact on students.

Guidance and Counseling Komperhensif is

perceived as a program that is able to answer various

challenges and obstacles in today's education world.

So BK needs analysis is more focused on what is

needed Counseling Guidance with a comprehensive

program in implementation in the field. Programs

that have been neatly arranged in the form of details

of activities and needs that are needed certainly

require a strong commitment from all program staff

not only Guidance and Counseling officers and

counselors, but also supporting school leadership

factors. This includes the involvement of subject

matter teachers in understanding the philosophical

and conceptual framework of the program and BK

services that are supportive of learning programs.

Through these supports, the service objectives and

competencies that will be achieved can be realized

optimally.

REFERENCES

Bowers, JL & Hatch, PA 2000. The National Model for

School Counseling Programs. American School

Counselor Association.

Fatur Rahman. 2008. Compilation of BK Programs in

Schools ; (Material of Education and Training for

Professional Teachers in Yogyakarta and Central Java

11). Yogyakarta: Yogyakarta State University.

BICESS 2018 - Borneo International Conference On Education And Social

534

Ministry of Education. 2007. Structuring Professional

Education of Counselors and Guidance and

Counseling Services in Formal Education Pathways.

Bandung: UPI Publisher.

Norman C.Gysbers, et al., 2005, Developing & Managing

Your School Guidance and Counseling Program.

American Counseling Association: America.

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