Implementasi Bimbingan Konseling Dalam Pembinaan Akhlak Peserta Didik Di Sma Negeri Nibung

Abstract

This study aims to describe the implementation of guidance and counseling in fostering students’ moral character at SMA Negeri Nibung during the 2024/2025 academic year. Morality is a fundamental aspect in shaping students’ character to behave according to moral, social, and spiritual values. However, field observations indicate that some students still experience moral degradation, such as showing disrespect toward teachers, lacking empathy for peers, and demonstrating low levels of responsibility and discipline. Therefore, school-based guidance and counseling services play a crucial role in guiding, nurturing, and improving student behavior in accordance with Islamic moral values (akhlaq al-karimah). This research employed a qualitative descriptive approach, with research subjects consisting of guidance and counseling (BK) teachers, subject teachers, and students of SMA Negeri Nibung. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the implementation of guidance and counseling in students’ moral development is carried out through three main stages: (1) preventive services, including moral education, character-building seminars, and religious activities; (2) curative services, providing individual counseling and behavioral intervention for students experiencing moral or disciplinary problems; and (3) developmental services, integrating values of responsibility, empathy, and discipline through extracurricular activities and positive habits within the school environment. The guidance and counseling teachers act as facilitators and motivators, guiding students to understand the importance of good morals in daily life. Supporting factors include collaboration between BK teachers and subject teachers, the support of the school principal, and a conducive school environment. Meanwhile, inhibiting factors include limited time allocation for counseling, insufficient number of BK teachers, and external environmental influences that negatively affect students’ moral behavior. This study concludes that guidance and counseling play a strategic role in the moral development of students, both through preventive and curative approaches. Effective implementation not only helps correct students’ negative behavior but also fosters moral awareness and social responsibility. Thus, integrating guidance and counseling with character education serves as an essential means to cultivate a generation with noble character and strong personality.