Guidance and Counseling Service Management at MI Muhammadiyah Jumoyo: An Implementative Qualitative Study

Abstract

This study seeks to describe the implementation of guidance and counseling service management at MI Muhammadiyah Jumoyo. The research employs a qualitative approach with an implementative study design. Data were collected through observation, in-depth interviews, and documentation to obtain a comprehensive understanding of the applied services. The findings reveal that direct guidance and counseling services are integrated into daily learning activities. Teachers function as mentors who observe student behavior, embed character values within learning materials, and provide moral, emotional, and motivational assistance when learners experience personal or academic difficulties. These services are strengthened through routine school programs such as flag ceremonies, morning assemblies, and religious activities that serve as media for delivering constructive advice. Indirect guidance and counseling services are realized through self-development programs and positive habituation. Scout activities, sports, student work exhibitions, and congregational worship habits contribute to cultivating responsibility, independence, sportsmanship, spiritual discipline, and self-confidence. In personal guidance, the school facilitates students in recognizing potential, strengths, and limitations while fostering character development and independence through spiritual mentoring. Academic guidance focuses on developing effective study habits, discipline, and the ability to overcome learning challenges using appropriate strategies. Social guidance emphasizes ethics, cooperation, empathy, and conflict resolution grounded in values.