Peningkatan pemahaman mahasiswa terhadap implementasi manajemen dan pengembangan program bimbingan dan konseling di sma melalui focus group discussion

Abstract

Professional management of school Guidance and Counseling (GC) programs requires the integration of needs assessment, service selection, collaboration, evaluation, adaptation, and innovation. This qualitative study employed a single-case study design to analyze indications of increased understanding as reflected in the growing complexity and conceptual interconnectedness of classroom discourse. A class discussion based on the principles of Focus Group Discussion (FGD) involved 45 students and one school counselor on May 23, 2026, followed by a recorded group interview conducted on June 6, 2026. The research corpus consisted of seven documented student question turns (P1–P7), practitioner responses, observation notes, and supporting documents. The questions were analyzed sequentially using four adapted categories: informative–procedural, justificatory–relational, systemic–evaluative, and critical–contextual. The resulting discourse demonstrated connections between the basic procedures of program planning and instrument selection, needs-based service decisions, stakeholder involvement, evaluation, implementation alignment, and contextual innovation. The sequence of questions was not interpreted as evidence of spontaneous, individual, or causal change because speaker identities, prior question preparation, and the overall discourse preceding the FGD were not documented. Therefore, the findings indicate an increase in the complexity and interconnectedness of the discourse generated during the forum, which was interpreted as qualitative evidence of improved understanding at the forum level. Future studies are recommended to employ small-group FGDs, record the entire interaction, and incorporate individual reflective accounts.