Fajar Juliansyah, Uman Suherman, Ibrahim Alhakim

Actuating Guidance and Counseling Services in Schools with Imbalanced Counselor–Student Ratios: Insights from a Focus Group Discussion Study

Introduction

Actuating guidance and counseling services in schools with imbalanced counselor–student ratios: insights from a focus group discussion study. Understand how schools with imbalanced counselor-student ratios deliver guidance and counseling. Teachers adapt via tech & collaboration, boosting student support. Policy changes are recommended.

Abstract

This study analyzes the implementation of management functions, particularly the actuating aspect, in the delivery of guidance and counseling services in schools with an unbalanced counselor–student ratio. Using a qualitative case study approach, participants were selected purposively from seven Guidance and Counseling teachers at junior, senior, and vocational high schools in West Java who directly manage disproportionate student ratios. Data were collected through Focus Group Discussions (FGD), which were audio- and video-recorded and transcribed to ensure data accuracy and validity. The data were then analyzed using the Miles and Huberman interactive model, which involves data reduction, display, and conclusion drawing. The findings show a significant ratio gap (1:450–1:850) compared to the ideal 1:150 set by Permendikbud No. 111 of 2014, resulting in the dominance of responsive services and limited implementation of basic and individual planning services. Despite this, teachers adapted the actuating function through modified service methods, stakeholder collaboration, and the use of technology to improve efficiency. Partial effectiveness was found in responsive and career guidance services, contributing to improved student attendance and success. The study recommends strengthening policies by adding Guidance and Counseling teachers, allocating classical guidance hours, and developing a Guidance and Counseling Management Information System to enhance the effectiveness, efficiency, and accountability of management functions in supporting holistic student development.

Review

This qualitative case study effectively addresses a highly pertinent and challenging issue in educational administration: the delivery of guidance and counseling (G&C) services in schools facing significant counselor-student ratio imbalances. By specifically examining the "actuating" management function, the research provides valuable insights into how G&C teachers in West Java adapt their practices under constrained resources. The chosen methodology, utilizing purposive sampling for a Focus Group Discussion (FGD) with G&C teachers and employing the Miles and Huberman interactive model for data analysis, appears robust for exploring the complexities of this real-world problem. The detailed data collection methods, including audio and video recordings, further enhance the credibility and validity of the qualitative inquiry. The findings reveal a stark reality, with observed counselor-student ratios severely exceeding the ideal 1:150 standard, often ranging from 1:450 to 1:850. This imbalance, as expected, leads to service delivery skewed towards responsive interventions, with basic and individual planning services being notably curtailed. A significant contribution of this study is its illumination of the adaptive strategies employed by G&C teachers, who ingeniously modify service methods, foster stakeholder collaboration, and leverage technology to enhance efficiency. While acknowledging "partial effectiveness" in responsive and career guidance services, the study connects these efforts to tangible improvements in student attendance and success, demonstrating the resilience and dedication of counselors in challenging environments. While the study offers practical recommendations, such as strengthening policies for additional G&C teachers, allocating classical guidance hours, and developing a G&C Management Information System, it would be beneficial for future research to delve deeper into the specific mechanisms of "partial effectiveness" and how these adaptations could be scaled or supported more systematically. Given the qualitative nature and regional focus (West Java), the generalizability of the findings, while insightful, might be limited, suggesting a need for comparative studies across different regions or educational systems. Further exploration into the interplay between actuating and other management functions (planning, organizing, controlling) from the teachers' perspective could also provide a more holistic understanding of G&C service management under resource scarcity. Overall, this study makes a commendable contribution to understanding and improving G&C service delivery in underserved contexts.

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