contoh analisis jurnal
judul : MODEL GUIDANCE CAREER DEVELOPMENT TO
IMPROVE STUDENT MATURITY
penulis : Siti S. Fadhilah
dan Rochman Natawidjaja
Abstract:
The aims of
this research are (1) to design a model of development guidance to
improvethestudent'scareermaturity,and (2)to find out the effectiveness of a such
model. This research is research and development which use qualitative and
quantitative exploratory mixed methods implementing an experimental with
pretest–posttest control group design.
It was carried out through the following
phases:
(1) reviewing related theories and assessing the students' needs;
(2)
designing the hypothetical model of development guidance;
(3) validating the
model by a number of experts, practitioners, and several students; and
(4) trying
ou tin the field which involveda number of samples of the research to find out
the effectiveness of the model.
The research used a cluster sampling technique
to determine the samples. The samples were 120 students of the experimental
group and 116 ones of the control group. The data were gathered through
interview, questionnaire, and career maturity measurement tools of Form 1 and
Form 2.The results of the analysis show that according to the experts' and
practitioners' assess- ment, the designed model of the development guidance is
feasible to be implemented, it means that the designed model has fulfilled such
required aspects such as content validity, language, and writing, consisting of
the guidance guidelines as well as the guidance materials used by the
counselors to give guidance to the students. Results of experiment show that in
experimental group, student's attitude and student's competence for career are
very significant. It means that by giving treatment of guidance there is a very
significant difference between pretest and posttest. In control group,
student's attitude and competence for career are noteworthy. It means that
without treatment of guidance there is an important difference between pretest
and posttest, but slight difference. Based on the series of phases, the
research reveals that the designed model of development guidanceis effective to
improve the student's careermaturity.
Keywords:
model of guidance
development, career maturity, learning systems,
career planning, effective
learning
CHAPTER I. PRELIMINARY
The
era of globalization make the Indonesian people face a very complex changes.
There are three factors changes that occur at the same time.
First,
the shift value is accompanied by structural changes in the life of society,
from traditional structures to modern structures, namely the change from an
agrarian to an industrial society structures and infor-masi. This change is
sweeping du-nia, which led to the collapse of many structures in some of the
nation's establishment.
Second,
changes in value are required, thereby deliberately done by the construction.
Third,
the change in value that inadvertently occur na kare-technology transformation
through Pemba-opment.
Facing
change, the role of education is indispensable in menyi-prepared, improve
resource ma-human (HR) quality, air-fearing, intelligent, skilled, responsible
ja-wab, and independently, as tersu-rat in the education system National
Indo-nesia. National education system can be divided into four basic functions,
namely:
(1)
form a pious man;
(2)
men-Cerdaskan life of the nation;
(3)
menyiap-kan skilled workforce and experts; and
(4)
foster and develop technological to mastery (Djojonegoro, 1998).
In
keeping with the four basic functions of the education system, as mentioned
above, Kartadinata (2000: 8) menya this to say that in relation to describe the
content of education is directly or indirectly the desired shape human
behavior, namely the development of:
(1)
communication skills;
(2)
Pengu discouragement of technology and science;
(3)
social and emotional literacy (social and emotional literacy);
(4)
insight and spirit of all nationalities;
(5)
The health and fitness suit-mani;
(6)
independence and sis-tem moral values.
Eleven
universities in March (UNS), as well as other universities, has a high moral
commitment to developing graduates Berlan-daskan moral framework. With the
co-mitmen moral, will easily created ma-society learn the essentials.
Therefore, learning is innate or moral nature manu-worth, which is
characteristic of the people who built the foundation of morality. Feature
ma-society that is built on a foundation of strong moral is as written Dean
& Evan (1994) that the hospitality in the mouth only for quality improvement
is something that is detrimental to (lip service to quality improvement is the
kiss of death) Another characteristic is patience , humble alias is not
arrogant and overbearing, surrendered to God against all cultivated, build
partnerships yangbersih, honest, intellectual, and be costume mopolitan and
aposteori against all changes. Community learning moral berladaskan be patient,
not easily panikmenghadapi change moreover be fleas when there is a change.
Eleven universities in March (UNS) consisting of nine faculty mem-NESS initial
program "leaching university".
Learning
system in colleges expect students to achieve (GPA) high power or high fiber;
fast pass or graduate on time; and a short waiting period to obtain a job
(Mudjiman, 1997). Process pembel-teaching-oriented self-learning system, and
the success pengembangandiri, which include perenca-naan life and career
development Overall mahasiswaUNS can be said as a student potential, as has
been stated lu-lus and managed to follow the National Selection of State
Universities (SNMP-TN). However, the achievement of keberha-silane learn still
a lot of students who graduated with a grade point (IP) is not ting-gi (less
than 2.5), the study was not timely, and some even fail bell-taught or did not
complete the study (drop out).
Based
on observations (Fadhilah, 2005), not the high achievement of IP and timely
study because most students do not yet have adequate study skills. Many
students who do not understand the kinds of positions and jobs that may dima-suki
after graduating from college and not yet aware of the requirements of the IP
that was demanded to enter a particular job. Even some students argue, "IP
does not need to be high, as long as the pass". Another phenomenon, namely
the existence of seba-gian students who do not know after graduation he wants
to be. There are some students who have not been able to mem-made career
planning. It is evident that 140 students as sample, which makes planning
ka-rier only 14 people, meaning 10% of the total sample. This means that
guidance is needed to improve understanding of ma-college students about
effective learning, and career planning, and Kema-hand their careers.
On
the other hand, ie:
(1) there be-how many professors who do not
understand-ka and varied background characteristics of the students;
(2) often occur and do not realize that the
faculty perspective is different from the student's perspective;
(3) Air-variant manner faculty guidance,
students are sometimes confusing. Meanwhile, students in the academic career
experience various problems, for example it: learning problems, emotional
problems, social problems, health problems, financial problems. Some of the
bi-his nervous problems arise inter-related issues with each other, and are
becoming increasingly complex;
(4) the lack of a relationship and the
attention of lecturers in handling students' academic problems;
(5) the difficulty students encounter a
do-cents to the consultation paper as a condition for the completion of his
studies, because faculty mentors have many tasks besides guiding. Less
harmonious relationship of students with faculty, dise-caused several factors,
for example: a busy lecturer, misconceptions on the part of lecturers. This has
to be one cause of the students have not been able to develop optimally.
Other
issues that generally faced by students from the obser-vasi and interviews with
researchers, among others:
(1) The academic climate that is not
conducive to developing the mission of Tri Dharma College (PT);
(2) the ability, willingness, commitment, and
discipline "not high" on all the people of the PT;
(3) the lack of extra-curricular activities;
(4) lack of activity ICI;
(5) a desire to move the department at the
beginning of the semester;
(6) low learning motivation, because it goes
in the faculty / department as a second choice and because of economic
conditions;
(6) the side effects of relationships;
(7) has not / do not make career planning
Another thing that causes less optimal po-tension student, predicted related to
the maturity of his career.
The
mission of guidance and counseling in higher education is to help students
achieve a high level of mastery in development tasks, particularly in making
himself as a student / graduate memilikidaya highly absorbent, able to complete
studies on time and quickly finding jobs after graduation. Level of
mastery-oriented lectures on complete learning or mastery level as the pass
limit value (NBL) is 60 from the material being studied, which means that
students are expected to acquire a minimum value of 2, 0 (two, zero = C) (Rule
Rector, 2005). If the student has not been able to reach a value of two, then
they will get back to improve the teaching of values. For students who have
scored two allowed remidi that IP increases. Students who do not achieve a
minimum of two dikategori- IP right learning difficulties.
IP
has not obtained maximum likelihood students because they have not been able to
actualize themselves optimally according to his ability, because, for the
internal and external factors. Students who have not been able to actualize-the
ability to optimally is deemed necessary guidance to help them to develop
me-potential optimally.
Dahlan
(1988: 22) states that guidance and counseling can not escape and get away from
the whole range of education. Guidance and Counseling as an educational
effort-kan give attention to the process, which tends to pay attention to his
duties as a series of individual relief efforts on achieving a level of life on
the basis of normative considerations, anthropological (treat individuals as
ma-human) and socio-cultural , With an demiki-, guidance and counseling is not
possible to escape from the basics of normative according to divine guidance.
Guidance is one form of intervention planned so that students have a career
maturity and is expected to develop optimally.
Maturity
careers for students is important, as it will demonstrate their readiness to
recognize and address the problems and decide something that is related to the
job or position. This is in line with the opinion of the Super (1990: 8) states
that the maturity of a person's career is marked by a readiness to recognize
and address the problems of work. Maturity career can be defined as the level
of development and com-competency attitude that allows individuals to recognize
and address the problems related to work and career options (Abimanyu, 1990:
35).
called,
enjoys and appreciates the work, be independent in making decisions. A student
who has a career maturity, will base his choice on certain factors and have an
accurate conception of the manufacturing employment options. In addition, a
student who has a career maturity, demonstrated the ability to assess
themselves, have sufficient knowledge of the job information, the ability to match
between the capabilities themselves with the type of work that is desired or
chosen. Also the ability to plan work aspired as well as the ability to solve
problems that arise in the choice of job or position.
Tahui
pulled maturity for the career of a student, required an instrument or alatukur
to analyze the level of maturity of his career. This study will use a measuring
instrument career maturity (AUKK) developed from the concepts of career
maturity and Super Crites (Crites, 1981; Super, 1990).
Based
on the above description, the researchers want to develop a "model
guidance kematanganan career development to improve students' me-to allow
students to develop their potential optimally.
Model
guidance career development to increase the maturity of the students that will
be developed in the real implementation needs to be accompanied by adequate
motivation and ability of counselors and other personnel. The impact of the
implementation of the guidance of the development of un-tuk improve the
student's career is a problem in this research.
Formulation
of the problem in this research is: "Which Model guidance how effective to
increase the maturity of the student's career?". In keeping with the
background and the formulation of the problem mentioned above, the research
question is: "Is the guidance of the development of effective models for
improving career maturity of students? ".
The
final goal of this research is: "Establishment of model of development of
effective guidance to improve student career maturity". To achieve this
objective assessment of the needs of students is done in order to get a general
idea about achieving fulfillment.
This
objective is operationally can be described as follows:
(a) completion of the model allegedly
developing effective guidance to improve student career maturity;
(b) determine the effectiveness of this model
of development assistance to improve the attitude of students towards careers;
(c) Determine the effectiveness of the model
of development guidance is effective for improving the competence of the
students towards a career.
Model
guidance development to increase the maturity of the student's career is based
on the following assumptions:
(1) Guidance is a process to help individuals
who manifest in changing attitudes and behavior. The effectiveness of the
guidance is not solely from changes in attitude and behavior, but from many
sides associated with process guidance, including the approach used;
(2) development approach is an effort to help
students so that they have the maturity and the career can develop their
potential optimally, concerning aspects of personal, social, educational, and
vocational (Shertzer & Stone, 1982: 76; Robert D. Myrick in Kartadinata,
1996: 99; Joseph, 1999: 76);
(3) Guidance career development to enhance
the student's maturity, requires the active involvement of students. Student
involvement in the tasks given assumed quite high, which is based on three
ideas.
First,
students have the potential to plan and make career decisions based on an understanding
of self and the environment have not been actualized, because it is not guided
exclusively through professional services.
Secondly,
before the students participated in this guidance, they rated the service
information about the role and tasks they have to do during the activity.
Third,
the intent and purpose of their involvement in the activities of this guidance
is to increase the maturity of their careers, which is very necessary in the
completion of his studies in college;
(4) The counselor is one of the main figures
who brought the vision and mission of guidance development application has a
high motivation and ability to improve student career maturity;
(5) The counselor has the perception,
understanding, mastery and skills about the development of adequate guidance,
which affect the provision of assistance to student guidance;
(6) Maturity career can be enhanced through
the provision of development assistance, namely through guidance services:
self-understanding and the introduction of the world of work environment /
career; career planning; and efforts to increase the maturity of his career;
(7) Research on the model guidance to
increase the maturity of career development, is a strategic step for improving
the quality of guidance services at the college. To give a more concrete idea
of the variables in this study, it is deemed necessary for operational
definition.
The
independent variable in this study is the application of the model guidance is
a product development guidance to students in the form of material containing
material and tasks exercises to increase the maturity of their careers.
Guidance development is assistance provided in order to help improve career
maturity of all students (not only students are problematic), concerning
aspects of personal, social, educational, and vocational order to develop
optimally (Shertzer & Stone, 1982: 76; Robert D. Myrick in Kartadinata,
1996: 99; Joseph, 1999: 76). Guidance development is one form of intervention
planned so that students can develop optimally, and is expected to increase the
maturity of his career.
Guidance
is based on the development of four students will need guidance, namely:
(1) the need to assess and understand
ourselves;
(2) the need to have the ability to adjust,
either to themselves or to the demands of the environment;
(3) the need for the orientation of the
conditions of life today and in the future; and
(4) the need to develop personal potential
(Natawidjaja, 1987; Yusuf, 1999).
Model
guidance is developing its implementation by providing guidance material to
students and guided directly how as well as increase the maturity stage of
their careers. Model guidance of this development, allowing counselors to focus
not just on coping career maturity of students, but also in developing their
full potential (Muro & Kottman, 1995: 48).
Feasibility
guidance material is the material condition according to the results of the
expert assessment, the practitioner or counselor, and students have the content
and form:
(a)
in accordance with the criteria development;
(b)
be of interest to students; and
(c)
effective to improve and increase the maturity of their careers.
The
suitability of the material with the development criteria. Conformity with
guidance material development criteria is the condition of the material that
has the following characteristics:
(a) the objective is clear;
(b) material support;
(c) interconnected and structured content;
(d) clear instructions;
(e) there is sufficient time allocation;
(f) there are exercises and tasks that must
be done student;
(g) butirbutir matter in accordance with the
evaluation tool the objectives to be achieved;
(h) the media draw;
(i) the language is good and true; and
(j) the physical form of interest.
The
attractiveness of the guidance material is the material condition that makes
students motivated and voluntarily willing to learn and do the work and
training in guidance material. The effectiveness of the model guidance to the
increasing maturity of the career development of students is the condition of
the increasing maturity of the career test scores obtained by students after
the students get guidance (study and work on guidance material).
Model
development guidance consists of the following components:
(1)
rational;
(2)
the vision and mission of development assistance;
(3)
the purpose of the guidance development;
(4)
phases of guidance development;
(5)
guidance material;
(6)
evaluation of the program; and
(7)
support system.
As
the dependent variable or a dependent is a student career maturity. Career
maturity is the degree of conformity between the behavior and the behavior
expected career at a certain age or life stage of his career.
There
are four dimensions of career maturity, namely:
(1)
dimensional consistency career elections;
(2)
realism in the choice of work;
(3)
the selection of competence career; and
(4)
attitude in the selection of work (Crites, 1981; Super, 1990; Abhimanyu, 1990).
Career
maturity in question is the attitude and competence of the students' current
academic career and job or position in the future. The attitude of the students
towards the career is the tendency of the appropriateness of behavior career
with the behavior expected at a certain age or life stage of his career, which
includes pemahamadiri and consistency electoral career, realism in the choice
of work, attitudes toward planning and pemgambilan career decisions, and the
attitude in planning and decision-making.
Competence
of students to career is correspondence between the level of ability and career
behavior with the behavior expected at a certain age or life stage of his
career. Model guidance with the development of approaches to improve the
maturity of this career, will bring benefits theoretically and practically.
The
theoretical benefits expected from the results of this study are as follows:
(a)
This study contributes to the development of the theory of the conceptual
foundations of guidance and counseling based on the development approach;
(b)
Adding to the repertoire of the development of guidance and counseling in In-
donesia,
especially the effectiveness of development assistance, which is applied to
guide students to increase the maturity of their careers;
(c)
Provide input for new knowledge for guidance and counseling in Indonesia about
the model guidance in improving the development of career maturity of students,
so that they can increase the potential optimally;
(d)
The results of this study are very useful for applications at the same time
strengthening guidance and counseling theories that have developed, which in
essence is that the guidance and counseling program in a good college is that
implementation is tailored to the needs of students;
(e)
The results of the research model of guidance development to increase student
career maturity can be used as the basis for further research in order to
develop theories, concepts, and techniques of guidance and counseling.
Practical
benefits, among others:
(a) As research guidance that is applicable,
the results provide substantial kontribuasi at higher education institutions,
and counselors, both on the product model of guidance and counseling as well as
the process of composition. For the counselor, he can use the results of this
research to develop competence in providing counseling services at universities
based approach to development;
(b) The discovery of the model guidance this
development, in practice it can be used as an enrichment models of guidance and
counseling were already there, and as an alternative aid that is used to
increase the career maturity of students;
(c) As an additional insight for counselors
in colleges, which do not yet have an overview of the application of the
guidance of development in an effort to improve student career maturity;
(d) model development guidance is beneficial
to intervene in an effort to help students improve their career maturity. Model
guidance development to increase the maturity of this career as well as
providing an alternative model of guidance and counseling are weighted because
of excess assets;
(e) Guidance development is also beneficial
for students who need guidance systematically for prevention and coping, as
well as the development of their potential optimally.
CHAPTER II. RESEARCH METHODS
The method
used in this study is a combination of qualitative and quantitative (mixed
methods design). According to Creswell (2008: 552), is a procedure to collect
data, analyze, and "" both qualitative and quantitative methods in a
single study to understand the research problem. This design includes
EXPORATORY MIXED METHOD, namely procedures conducted using qualitative research
to explore and analyze a symptom, and then collect analyze quantitative data
relating to qualitative data.
This
study includes research and development (research and development, or R &
D) (Gall & Borg, 1983), which uses an experimental approach to the
pretest-posttest control group (Bronson, et al., 1992; Sukma- dinata, 2002: 1).
The
steps taken in this experimental study through four stages, namely:
(1) the initial stage atapra experiment: do a
theoretical study student needs assessment, create guidance material and
measuring the maturity of his career (AUKK);
(2) design a hypothetical model or drafting a
hypothetical model .;
(3) after designing a hypothetical model
based on the results of data analysis diperolehmelalui validation or
feasibility studies by experts and practitioners, and a number of students
conducted seminars and workshops, counselors, teachers, and leaders concerned to
participate and cooperate in giving false advice sake improvement hypothetical
model that has been designed .;
(4) The test, which is mengeksperimenkan
models to determine the effectiveness of the model developed; and tersusunlah
"model of effective development assistance to improve career maturity of
students".
The
population used in this study were students Universita of March (UNS). As the
samples in this study were students UNS semester of 7 (seven) as many as 114
students as the subjects of the experiment, consisting of: 34 Progdi CCT
Department of Education (PKH) FKIP, 32 Faculty of Science, Department of
Biology, and 48 people from the Department Indonesian Literature F. Literature
and Art. As control subjects consisted of BK FKIP 40 people, 30 people F.MIPA
Mathematics and Literature F Literature and Art 25 that the total number of 110
people mahasiswa.Teknik is used. By using this technique sampling is done by
pointing directly subject considered feasible as members of the sample who have
characteristics similar. Sampling was used for the needs of a model
development.
The
subject of study of a group of students assigned to the engineering cluster
(cluster sampling), with consideration, because the population is large enough,
it needs to make some classes or groups (Natawidjaya, 1988).
CHAPTER III. RESULTS AND DISCUSSION
The
results of this study are categorized into two, namely the results of the
development model and the test results Based on the model results of model
development procedure performed, this study resulted in a hypothetical model of
the model guidelines for development assistance to improve career maturity of
students.
Hypothetical
model guidance to increase the maturity of the career development of students
include the following components:
A. Rationale
Focused
on the needs of students and the gap between the actual service implementation
guidance and counseling in college with student services required, then it
needs to be studied and solutions sought solutions, one of which is the
provision of development assistance.
Model
guidance development to increase the maturity of the student's career is based
on the following assumptions:
(1) Guidance is a process to help individuals
who manifest in changing attitudes and behavior. The effectiveness of the
guidance is not solely from changes in attitude and behavior, but from many
sides associated with process guidance, including the approach used;
(2) approach to development is one way to
help the students so that they have a career maturity and can develop their
potential optimally, concerning aspects of personal, social, educational, and
vocational (Shertzer & Stone, 1982: 76; Kartadinata, 1996: 99; Joseph,
1999: 76). Guidance This development is one model that is needed in higher education
in order to help students to increase the maturity of their careers and develop
their potential optimally;
(3) Guidance career development to enhance
the student's maturity, requires the active involvement of students. The
involvement of students in doing tasks given assumed quite high, which is based
on three ideas.
First,
students have the potential to plan and make career decisions based on an
understanding of self and the environment have not been actualized, because it
is not guided exclusively through professional services.
Secondly,
before the students participated in this guidance, they are given information
service tentanmperan and tasks they have to do during the activity.
Third,
the intent and purpose of their involvement in the activities of this guidance
is to increase the maturity of their careers, which is very necessary in the
completion of his studies in college;
(4) The counselor is one of the main figures
who brought the vision and mission of guidance development application has a high
motivation and ability to improve student career maturity;
(5) The counselor has the perception,
understanding, mastery and skills about the development of adequate guidance,
which affect the provision of assistance to student guidance;
(6) Maturity can be enhanced through the
provision of career guidance development, namely through guidance services:
self-understanding and the introduction of the world of work environment /
career; career planning; and efforts to increase the maturity of his career;
(7) Research on the model guidance to
increase the maturity of career development is a strategic move for improving
the quality of guidance services at the college.
Models
of effective development assistance to improve career maturity, so as to bring
the students towards the development of insight, attitudes, and behaviors
anticipatory, in developing the current life and career in the future. Maturity
career synonymous with vocational maturity is the level of preparedness of
students to recognize and address the problems associated with the job. In
conjunction with career development, career maturity is the stage reached by a
person on a continuum of career development from exploration stage to the stage
of deterioration.
There
are a number of dimensions that describe the maturity of a person's career,
namely:
(1)
The election of career orientation;
(2)
specifications and planning;
(3)
consistency interest in a career; and
(4)
policy in the election of a career.
The
maturity of a person's career can be formulated into four dimensions which are
then translated into eighteen aspects. These four dimensions are:
(1) The election consistency career;
(2) the selection of realism career;
(3) the selection of competence career; and
(4) attitude in selecting a career. With the
guidance of the student career development maturity can be increased.
The
characteristics of students who have a career maturity are as follows:
(1) able to control myself,
to understand themselves and others;
(2) dare to take
responsibility and appreciate;
(3) to cooperate;
(4) capable of mutual love
and trust;
(5) capable of giving and
receiving, and at the same time someone is able to give more than he has
received;
(6) can be invited to
cooperate in encouraging the development and progress for the people in
particular, and the world community at large;
(7) able to care for others,
to build positive relationships with community members, and strive to create
darling ling understanding and mutual help among them;
(8) is able to create
ambition targets, trying to make it happen according to his ability, and sought
in every way with all its capabilities;
(9) able to face the
competition, fear, anxiety, and feelings of guilt;
(10) enjoys the confidence
and ability to attract others to do the same thing, and success in love and
appreciate them;
(11) flexible in the face of
reality;
(12) determine the steps
taken to obtain information and have realized the need to make the planning and
career choices;
(13) had the foresight,
which includes awareness of the need for a final choice, information, planning
to enter the job, awareness of the factors in the choice;
(14) the short-term outlook,
which includes: planning, awareness of the need for short-term options, and the
steps taken to obtain information about a wide range of jobs available;
(15) the awareness factor of
choice between work and further study, and awareness in making career
decisions.
From
the above it can be concluded that students who have a career maturity is if it
has the following characteristics.
First,
the presence of the orientation of the planning, which includes the acceptance
of responsibility, the specificity information, the specificity of planning,
knowing the steps taken to obtain information and have realized the need for a
career choice.
Secondly,
the foresight, which includes awareness of the need for a final choice, the
specificity of the information, planning to enter the job, factors in choice of
consciousness, factors in the possibility of awareness and acceptance of
responsibility.
Thirdly,
the short-term outlook, which includes: specialization of planning, awareness
of the need for short-term options, and the steps taken to obtain information
about various jobs available.
Fourth,
the presence of intermediate view, which includes the awareness factor of
choice, awareness of the need for choice of mediator, specificity of plans for
further study, and self-awareness of the factors possibilities. Students who
have the maturity to be seen in the behavior of the positive and mature in
his life and his career.
Fifth,
able to create ambition targets, trying mewujudkaannya according to his
ability, and sought in every way with all its capabilities.
Sixth,
able to face the competition, fear, anxiety, and guilt.
Seventh, enjoying the confidence and the
ability to attract others to do the same thing, and success in love and
appreciate them.
Eighth, flexible in the face of reality.
The
characteristics of students who lack or do not have a career maturity are:
First,
it is not realistic in the choice of a career, which is not based abilities,
interests, values and facts, this option probably because Kehen DAK parents,
while children are passively accept the choice of the parents. This means he is
not independent in the process of selecting a career.
Secondly,
hesitations in making career choices, which shows their inability to vote or
express their opinions on certain actions that will result in the selection he
prepares to enter a specific job types.
This
is according to Crites (1981: 303) due to:
(1) the person has a lot of
potential and make a lot of choices, but he can not choose one as its goal;
(2) one can not take a
decision, he could not choose any of the alternatives possible for him;
(3) a person is not
interested, he has chosen a job, but he hesitated to be chosen it, because it
is not supported by sufficient interest patterns.
Furthermore
Tyler (in Crites, 1981: 303) explains that the difficulties experienced by a
person in a stated goal or make a decision that leads to a goal is often caused
by the immaturity of their careers. The selection takes place sequentially, and
the person has difficulty in making further options if he is not well
established in the previous option.
Guidance
development of a cutting-edge view starts from the positive assumptions about
human potential. Based on this assumption the guidance of the development is
seen as a developmental process (development process), which emphasizes the
effort to help all individuals including students (not only students are
problematic) in all phases of development, involving aspects of vocational,
educational, personal, and social.
Guidance
development as a process aid directed to pencapaiaan or completion of personal
development, training and developing the potential and maturity in order to
establish an individual can determine by considering opportunities and career
opportunities. Mo del guidance requires the development of cooperation between
counselors and students themselves.
Guidance
is based on the development of four students will need guidance, namely:
(1) the need to assess and understand
ourselves;
(2) the need to have the ability to adjust,
either to themselves or to the demands of the environment;
(3) the need for the orientation of the
conditions of life today and in the future; and
(4) the need to develop personal potential.
B. Vision and Mission Development
Guidance
to
Improve Student Career Maturity, vision guidance development to increase the
maturity of the student's career is providing psychological support and
facilitate tumbuhkembangnya maturity of their careers, so that they can develop
optimally characterized by its success in the academic field, socio-civic and
career.
Mission
to improve the career development guidance is to develop the potential and
uniqueness of the individual to the fullest, in the face of a global society
that is always changed, so they have the attitude and competence to optimally
career marked by success in the academic field, socio-civic and career. In a
guidance program to increase the maturity of career development is to provide
assistance to students in order to have a meaningful and life skills, so as to
contribute positively to the increasingly complex society.
C. Objectives for
Development Guidance
Improve
Student Career Maturity, the general objective guidance to increase the
maturity of career development is to assist the student in order to develop her
skills optimally and have a meaningful life skills, so as to contribute
positively to the increasingly complex society. Guidance development to
increase the maturity of a career in this study to help students so that they
can develop their own potentials optimally.
The
specific objective is the development guidance to help students to:
(1) have an understanding and awareness of
themselves fully know and understand himself and tuntuntan environment;
(2) be able to develop the ability to
accomplish or complete the development tasks with a realistic approach;
(3) develop an attitude of responsibility for
choices and behavior, realizing that the goal-oriented behavior, and learn to
consider the effects or consequences and decisions taken;
(4) establish various behavior significantly,
can develop and classify a set of goals and values for behavior and career
development in the future;
(5) has the competency and personal maturity
to achieve effective personal;
(6) increase the maturity of a student's
career, in order to create, select and take decisions in the academic career
and life appropriately.
Through
the guidance model of development to improve student career maturity is
expected to be able to:
(1) achieving professional goals;
(2) focus on service to the potential
development of students; and
(3) create conditions conducive to the
improvement of career maturity and dignity of healthy human (healthy), and a
fully functional (full-functioning).
D. Stages of Implementation Model
Development Guidance
Implementation
of the model guidance this development approach
"participatory-collaborative", in which counselors participate and
cooperate with practitioners in colleges and students in implementing the
model.
There
are several stages in the implementation of the model guidance this
development, namely:
Stage
1,
creating a good interpersonal relationship. At this stage the counselor as a
mentor creating good interpersonal relationships with students and an assurance
about the ability of the students. Counselor creates a permissive atmosphere,
relaxed, full kakraban and warmth and openness. Counselor to motivate students
to accept responsibility in an effort to increase the maturity of their
careers, so that they can develop their potential optimally.
Stage
2,
the assessment needs of students. Before carrying out guidance, counselors hold
kebutuha student assessment, using a questionnaire assessment of student needs.
The purpose of the assessment phase is to understand the needs of students,
both the individual and the problem with determining if needed during the
current study. Kebutuhankebutuhan it relates to personal physical and
psychological needs, needs related to the learning process and needs related to
coaching.
Stage
3,
formulate goals and objectives are achieved (the goals and objectives).
Guidance development, ie increase the maturity of a student's career.
Stage
4,
the implementation (implementation). Implement guidance services development:
(a) informative to the students in the
classical style, group or individual;
(b) responsive, which organizes the guidance
counselor and / or individual and group counseling to students.
Intervention
techniques used in developing approaches for improving career maturity are:
(a)
teaching,
(b)
the provision of information services,
(c)
play a role,
(d)
train,
(e)
tutoring, and
(f)
counseling.
Development
approach to improve the maturity of the career-oriented and focused to the
normal individual, to all students, and its main task is more emphasis on the
creation of an effective learning environment (to build effective learning
Climates), rather than by holding a "cure" for students in crisis.
Here
the classical counselors guide students in understanding ourselves and the task
in planning and choosing the right career.
The
approach used in developing the guidance, there are four (Muro & Kottman,
1995: 4-5), namely:
(1) a preventive approach, the counselor
general masalahmasalah anticipate and seek to prevent it, before the problem
occurred;
(2) The remedial approach, through this
approach the counselor focuses its assistance on measurable weaknesses, and try
meremediasinya.
(3) approach to the crisis, is a technique
used intervention counselors to assist students who are having problems;
The goal of this approach is to avoid crisis
situations which may occur in certain aspects. The technique used in this
approach is to teach skills
student (student teaching skills), such as
social skills (skills of negotiation, deliberation, and solve interpersonal
problems);
(4) The remedial approach, through this
approach the counselor focuses its assistance on measurable weaknesses, and try
meremediasinya. The technique used in this approach is to teach students skills
(), such as social skills (skills of negotiation, deliberation, and solve
interpersonal problems).
E. Guidance Material
Guidance
materials provided through services tailored information to assist students
with problems faced by each student, which includes:
(1) understand themselves and others. The
specific objective guidance on the development of this material is students
can:
(a) understand yourself, recognize the
capabilities, advantages, and disadvantages;
(b) understand and recognize others;
(c) understand the capabilities, beliefs,
values, norms, socio-economic, national origin, language, gender on self and
others;
(2) make career planning. The specific
objective guidance on the development of this material are:
(a) identify the
capabilities contained in themselves and their relationship to career;
(b) increase the intensity
of exercise, either on campus, at home, and in the community;
(c) make appropriate career
planning capabilities, interests and expectations and
(3) efforts to increase the
maturity of his career. The specific objective guidance on the development of
this material are:
(a) mentions the basic concepts of career
maturity;
(b) to identify traits - traits
seseorangnyang have a career maturity;
(c) identify the factors that influence the
career maturity;
(d) increase the maturity of his career. Implementation
guidance development to increase the maturity of these careers by providing
guidance material to students (separately).
(4) evaluation and follow-up (evaluation late
follow-up). Evaluation is a procedure to determine the effectiveness of the
guidance development to increase the maturity of a career that has been done.
As a follow-up is a step up activities in order to mature career can actually
increase.
F. Evaluation Program
In
keeping with the nature of the evaluation in the field of guidance and
counseling is more emphasis on the assessment process, to evaluate the
development of guidance is the same, namely priority to the assessment process.
Aspects that are evaluated is limited to adherence to the program.
Evaluation
can be done in various ways, including the following:
(a) observe the participation and activities
of the students in the activities of development assistance to improve career
maturity;
(b) reveal the students' understanding of the
material presented or deepening them on the problems experienced;
(c) disclose the usefulness of guidance
services in an effort to boost the development of career maturity of students
and placement in the form of the result of their active participation in the
activity or activities of guidance;
(d) express the attitude and competence of
students in planning, creating and choosing a career and their current lives
and future;
(e) observed the development of attitudes and
competencies of students in careers from time to time;
(f) reveals the smooth implementation of the
guidance process and atmosphere to increase the maturity of the career
development of students.
Feasibility evaluation of this program can be
determined through a book of jobs done students and increase the maturity of
their careers through career maturity measuring tools (AUKK).
G. Support System
Support
system is the support given to the staff or guidance officer (counselor) at
universities in implementing the components of guidance services and
development with all the other staff.
The
support given to the implementation of the guidance addressed to: the
development of the guidance program in college development, staff development,
utilization of community resources, development and / or structuring policies,
procedures and written instructions.
Support
given to educational programs other: planning the repair of guidance and
counseling services, administrative guidance, cooperation with other parties in
relation to the career development of students or vocational training geared to
the effort to organize the management system to improve the quality of guidance
services at the college.
CHAPTER IV. TRIAL RESULTS MODEL
From
the analysis of the data obtained ANACOVA career maturity using F of 1.526 with
0.174 significance for attitude and F 4.430 to 0.036 for fikansi signi- level
of competence.
The
results of the analysis using the T-test T-calculate the price obtained
experimental group of students on career maturity attitude great t = -35.510.
Sig. = 0.000 (very significant). countless competence in career maturity t =
-34.951. Sig. 0,000.Ha Ho accepted and rejected. This means: no significant
difference in the attitude and competence of students to careers between before
given guidance by following the guidance given. Thus the guidance of the
development of effective models for improving career maturity of students
through their attitudes and competence in career maturity. Students who have a
positive attitude and competence appropriate to the career, has a career
maturity. Through the guidance of the development of attitudes and competencies
of students in the career can be improved.
For
the control group, consisting of career maturity attitude of students on career
maturity obtained t of -6.890 with p = 0.00 (significant) and competence in
career maturity price obtained t -8.687, p = 0.000 (significant). In the
control group there were significant differences between the beginning of the
end. However, because there is no guidance, the increase was not so
significant. In general the results of the experimental group was higher scores
than the pretest and posttest control group posttest scores relatively similar
and / or lower than the pretest scores.
Hypothesis
which states: "The model guidance is effective for improving the
development of career maturity" acceptable truth. It can be seen from the
results of the data analysis of career maturity consisting of student attitudes
on career showed F of 1.526 with 0.174 significance for attitude and F 4.430
with a significance level of 0.036 for competence.
Analysis
using the T test obtained t price amounted to -35.510 with p = 0.000 (significant)
and the competence of students at the career show the t price of -34.951 with p
= 0.000 (significant). There are differences in career maturity very
significant between before and after the development of the guidance given.
That is, the maturity of a career can be enhanced through the provision of
guidance
development
with career information services, understanding of self and others, the
provision of skills to make career planning, and efforts to increase the
maturity of his career. For the control group student attitudes toward careers
t obtained at -6890 with p = 0.000 and competence of students on career
maturity -8687 t price obtained with p = 0.000 (significant). There is a
difference between the beginning of the end, but because there is no difference
in the number of small guidance. Increased career maturity on students not
given this guidance, the possibility that a student is based on seven semesters
including students who already have mature psychologically. That is, at that
age have been in a position toward maturity. Thus, for most of the students
have had a career maturity. The age of students in the seventh semester of
about twenty-three / twenty-four years.
At
that age range generally have the following characteristics:
(a)
there are efforts to establish itself in the chosen field of expertise and in
building relationships, has tried independently to solve all the problems that
it faces;
(b)
the existence of discussions on each discuss the courses, students will get
experience in an effort to improve understanding of himself and his career at
the moment and that will come.
Through
the guidance of the development of models for improving career maturity of
students have:
(1) self-understanding and consistency of
career selection, namely stability in the selection and decision-making
careers;
(2) realism in the choice of a job or career,
the correspondence between the desire to his ability.
Thus
students who have a career maturity can be seen from:
(1) his attitude towards the
process of career planning and decision making as well as the selection of
work, include: involvement, independence, orientation, decisiveness, and
compromise;
(2) competence in planning
and decision-making career, which includes: self-analysis, information, goal
selection, planning, and problem solving.
Model
guidance development to increase the maturity of a career is one form of
planned intervention to help students as an effort to increase the maturity of
their careers in order to develop optimally. Guidance development to increase
the maturity of a career is the assistance provided in order to help all
inidividu (not only students are problematic), concerning aspects of personal,
social, educational, and vocational them to develop optimally. Part of the
students have the ability to solve their own problems.
Model
guidance development to increase the maturity of this career,
is a
strategic step for improving the quality of guidance services at the college.
mplementation
guidance is based on the development of some of the following assumptions:
(1) the achievement of developmental tasks is
the purpose of guidance and counseling;
(2) optimal personal development occurs
through healthy interaction between the individual and his environment;
(3) the nature of guidance lies in connection
with the development of individual learning environments;
(4) The counselee is not regarded as a
mentally ill man. The concept of mental illness is seen as less appropriate for
a development process that focuses on the changes in behavior and experience.
Developing
guidance to help students have the expected behavior and experience go up with
age added toward maturity. Career development guidance to improve this, really
meru- feed a process, not just an activity. That is, the guidance-oriented
development in addition to the working group, also demanded the provision of
services by professional counselors. The success of the guidance program
requires the efforts of all personnel of the university. In order to obtain
maximum effectiveness of the program, the university should have professional
counselors, who have an understanding and skills in guidance and counseling
individually or in groups, assessment, and student development. Guidance
development to increase the maturity of the career very concerned early
identification efforts towards kebutuha special-needs students.
The
results indicate that the there are some students who have had a career
maturity is due the higher the grade the higher the level of maturity of the
attitude of the students towards a career. This is according to research Smith
& Herr 1972 (in Abimanyu, 1990: 91) states that the higher the grade the
higher the level of maturity of attitude towards career .Good in men and women.
Thus it is natural if some in the seventh semester student has had a career
maturity.
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
From
the research and data analysis can be concluded as follows: This study has
succeeded me-develop-ment developm guidance models for improving career
maturity of students. Pe-development of the model guidance is one effective
guidance approach as an effort to assist the student in me-improve career
maturity.
Results
of the guidance models for me maturity-improve mahasiswadengan career development
approach include:
(1) The handbook guidance development to
increase the maturity of the student for a career as a guidance counselor in
guiding students
(2) Book guidance material to increase the
maturity of the career development of students to guidance counselors and for
students. This book is used by counselors to assist students in improving their
career maturity, and the book task given to students
(3) gauge the maturity of his career (AUKK)
form 1 and form 2, as an instrument to measure the maturity of a student's
career, as well as the questionnaires used to assess student needs to be
guided.
Based
on the research results and conclusions above, it can put forward the following
recommendations.
Given
the importance of guidance and counseling services at universities, it is
necessary to pay attention to the needs that must be used by students, so that
they can develop their potential optimally. Those needs are related to: an
increase in physical and psychological health, completeness of books in the
library, complete laboratory equipment and beneficiaries, to increase the
maturity of career guidance as well as providing guidance in the preparation of
the thesis are scheduled so that they can complete their studies on time.
In
addition, it should be adequate facilities for the smooth implementation of the
model guidance this development to increase student motivation maturity career
counselor at the college needs to be improved in an effort to implement the
guidance development to increase the maturity of the student's career.
Model
guidance this development as an alternative in an effort to help all students
improve their career maturity, so that they can develop their potential
optimally. The importance of the support system of the Dean and colleagues in
all faculties at the University of March Surakarta about the facilities that
are required in implementing the guidance of development to improve student
career maturity.
Model
guidance to increase the maturity of career development is carried on in the
University of eleven Maret (UNS), with a sample of three faculties. Although
the model is said to be effective development assistance to improve career
maturity of students, but can not be withdrawn generalization. So that these
findings can be generalized to the region or the wider population there should
be further research on the same focus with the number of university or college
for more public and private.
In
this research, it is believed that the increasing maturity of this significant career
development guidance for implementation. On that basis, then formulated a model
development guidance to help students improve their career maturity. The
increasing maturity of the student's career as a control allegedly caused the
seventh semester student has been in the process towards maturity.
Students
who are at the exploration stage and moving towards stabilization phase most of
them thought to have been considering a career choice and life direction.
Therefore,
in order that the study's findings all the more, it is recommended to do
further research on the theme or topic: Contributions guidance to the increased
maturity of the career development of students who performed at the beginning
of the semester (two semesters or three semesters).
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