MODEL KONSELING RESOLUSI KONFLIK BERLATAR BIMBINGAN KOMPREHENSIF UNTUK MENGEMBANGKAN KOMPETENSI HIDUP DAMAI DAN HARMONI SISWA SMK

Abstract

Penelitian bertujuan merumuskan model konseling resolusi konflik berlatar bimbingan komprehensif untuk mengembangkan kompetensi hidup damai dan harmoni siswa SMK. Penelitian menggunakan pendekatan kuantitatif-kualitatif dengan metode riset pengembangan. Populasi penelitian adalah siswa SMK di kota Bandung dengan jumlah sampel 364 siswa, 4 orang konselor, dan 1 orang pakar intervensi BK. Hasil penelitian menunjukkan: (1) learning to be dan learning to live together adalah pilar yang tidak dapat diabaikan, sementara ada pandangan bahwa learning to live together sebagai pilar keunggulan; (2) secara umum kompetensi hidup damai dan harmoni siswa berada pada kategori tinggi namun aspek keharuan, harmoni, dan terima kasih masih perlu pengembangan; (3) resolusi konflik berada dalam payung pendidikan damai (peace education) satu gugus dengan perdamaian, rekonsiliasi, toleransi, penghargaan terhadap hak asasi, dan partisipasi sipil; (4) berdasarkan pertimbangan teoretis dan empiris, konseling resolusi konflik dapat menjadi alternatif solusi pengembangan kompetensi hidup damai dan harmoni siswa; dan (5) hasil validasi rasional menunjukkan bahwa model memiliki fisibilitas untuk diimplementasikan di sekolah.

This study aimed at formulating a model of conflict-resolution counseling with comprehensive guidance ground for developing peace and harmony life competences of vocational high school students. Quantitative-qualitative approach with research and development method was used. Population of the research consisted of students of vocational high schools in Bandung Municipality with its sample amounting to 364 students, 4 counselors, and 1 expert of guidance and counseling intervention. Results showed: (1) learning to be and learning to live together were education pillars which were not neglected, where there is a view that learning to live together as a par excellent pillar; (2) Generally students’ peace and harmony life competences were in high category but affection, harmony, and thanks giving aspects needed to be developed; (3) conflict resolution was under the umbrella of peace education, in a group with peace, reconciliation, tolerance, respect to human rights, and civil participation; (4) based on theoretical and empirical consideration, the conflict-resolution guidance with comprehensive guidance background was predicted to be able to become an alternative solution for developing students’ peace and harmony life competences, and (5) validation results of a rational model that involved guidance and counseling experts and school counselors showed that the model had feasibility to be implemented at school.