Challenges in Implementing Comprehensive Guidance and Counseling within the Merdeka Curriculum
DOI:
https://doi.org/10.37304/pandohop.v6i2.26679Keywords:
comprehensive guidance and counseling, Merdeka Curriculum, guidance and counseling teachers, guidance and counseling challenges, secondary schoolAbstract
The implementation of the Merdeka Curriculum has brought changes to guidance and counseling services in schools, including the implementation of comprehensive guidance and counseling programs that emphasize flexibility, adaptability, and student development. This study aimed to analyze the challenges of implementing a comprehensive guidance and counseling program within the Merdeka Curriculum at SMAN 1 Ngamprah. This study employed a descriptive qualitative approach involving guidance and counseling teachers as research informants. Data were collected through a literature review and semi-structured interviews and were analyzed through data reduction, data display, and conclusion drawing. The findings revealed several challenges in implementing the comprehensive guidance and counseling program, including the complexity of program planning, limited human resources, high administrative workloads, the dominance of responsive services, inadequate facilities and infrastructure, an unfavorable counselor-to-student ratio, demands for digital competency development, and constraints in service evaluation and follow-up. The findings indicate that the successful implementation of a comprehensive guidance and counseling program depends not only on counselors’ competencies but also on resource support, school policies, and collaboration among stakeholders.
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