Reorientasi Layanan Bimbingan dan Konseling di SMP dalam Merespon Kebutuhan Perkembangan Peserta Didik

Abstract

This conceptual review article aims to examine and formulate a reorientation of Guidance and Counseling (GC) services at the junior secondary school level in response to students’ developmental needs. The study is grounded in the rationale that GC services in many schools remain predominantly reactive and problem-centered, limiting their contribution to students’ holistic development during early adolescence. This topic is relevant as junior secondary students experience rapid biological, cognitive, and psychosocial changes that require systematic developmental support rather than solely remedial interventions. The study employed a conceptual review method through systematic analysis and synthesis of relevant theories, national and international research articles, and foundational literature in guidance and counseling and adolescent development. The analysis focused on identifying dominant orientations of school GC services, examining contrasting perspectives in the literature, and integrating these insights into a coherent conceptual framework. The main finding of this study is the formulation of a conceptual framework that repositions GC services from reactive, problem-based practices toward a developmental, preventive, and integrated orientation. This framework emphasizes students’ developmental needs as the primary basis for planning and implementing GC services and redefines the role of school counselors as facilitators of student development within the educational ecosystem. The study is limited by its conceptual nature and the absence of empirical data to validate the proposed framework. Therefore, the applicability of the findings depends on contextual adaptation in schools. Future research is recommended to empirically examine the effectiveness of the proposed reorientation and to develop assessment instruments for students’ developmental needs in junior secondary education.