PENGEMBANGAN ACCOUNTABILITY BRIDGE MODEL UNTUK MENINGKATKAN AKUNTABILITAS GURU BIMBINGAN DAN KONSELING DI SEKOLAH - Mujiyati, - (2022)
Penelitian ini dilatarbelakangi oleh lemahnya kinerja akuntabilitas guru bimbingan dan konseling di sekolah, yang ditandai dengan guru bimbingan dan konseling takut di evaluasi dan memperoleh konsekuensi negatif terhadap hasil pekerjaannya, kurangnya kepercayaan diri guru bimbingan dan konseling terhadap kemampuannya untuk melaksanakan evaluasi, kendala waktu dan sumber daya manusia, serta anggapan bahwa aktivitas akuntabilitas terlalu rumit dan sulit. Kondisi ini mengisyaratkan perlunya dikembangkan model evaluasi program bimbingan dan konseling yang dapat mengatasi hal tersebut yaitu dengan mengembangkan accountability bridge model. Tujuan dari penelitian ini adalah untuk menguji efektivitas accountability bridge model dalam meningkatkan akuntabilitas guru bimbingan dan konseling di Lampung. Metode penelitian menggunakan mix method dengan desain explanatory sequential. Sampel penelitian sebanyak 40 guru bimbingan dan konseling dari 28 sekolah pada tingkat Sekolah Menengah Atas dan Sekolah Menengah Kejuruan di Lampung. Teknik pengumpulan data dilakukan dengan menyebar instrumen akuntabilitas dan instrumen yang mengukur variabel moderator, focus group disscussion, dan dokumentasi. Penelitian ini menggunakan teknik uji t independent untuk mengukur efektivitas pengembangan accountability bridge model dalam meningkatkan akuntabilitas guru bimbingan dan konseling di sekolah. Beberapa temuan penelitian: 1) kinerja akuntabilitas guru BK berdasarkan demografi dari karakteristik subjek penelitian tidak dipengaruhi oleh jenis kelamin, sertifikat pendidik dan akreditasi sekolah, namun dipengaruhi oleh usia dan lamanya masa kerja (pengalaman bekerja) guru BK di sekolah; 2) accountability bridge model efektif dalam meningkatkan akuntabilitas guru bimbingan dan konseling di sekolah, hal ini terlihat dari skor akuntabilitas yang meningkat di beberapa sub-aspek, namun terdapat dua sub-aspek yang tidak signifikan meningkat yaitu sub-aspek pengembangan program dan menyimpulkan hasil penilaian program; dan 3) temuan penelitian terhadap variabel moderator menunjukkan bahwa tidak terdapat korelasi antara pengetahuan guru BK tentang evaluasi program dengan akuntabilitas guru BK di sekolah. Sedangkan pada variabel keyakinan diri (self-efficacy) dan keterampilan guru BK dalam melaksanakan evaluasi program terdapat korelasi dengan kinerja akuntabilitas guru BK di sekolah. This research is motivated by the weak accountability performance of guidance and counseling teachers in schools, which is characterized by guidance and counseling teachers being afraid of being evaluated and getting negative consequences for their work, lack of confidence in guidance and counseling teachers in their ability to carry out evaluations, time and resource constraints. people, as well as the notion that accountability activities are too complex and difficult. This condition implies the need to develop an evaluation model for guidance and counseling programs that can overcome this problem, namely by developing an accountability bridge model. The purpose of this study was to examine the effectiveness of the accountability bridge model in increasing the accountability of guidance and counseling teachers in Lampung. The research method uses a mix method with an explanatory sequential design. The research sample was 40 guidance and counseling teachers from 28 schools at the high school and vocational high school levels in Lampung. Data collection techniques were carried out by spreading accountability instruments and instruments measuring moderator variables, focus group discussions, and documentation. This study uses an independent t-test technique to measure the effectiveness of developing the accountability bridge model in increasing the accountability of guidance and counseling teachers in schools. Several research findings: 1) the accountability performance of guidance and counseling teachers based on the demographics of the characteristics of the research subjects is not influenced by gender, educator certificates and school accreditation, but is influenced by the age and length of service (work experience) of guidance and counseling teachers in schools; 2) the accountability bridge model is effective in increasing the accountability of guidance and counseling teachers in schools. This can be seen from the increased accountability scores in several sub-aspects, but there are two sub-aspects that are not significantly increased, namely the program development sub-aspect and concluding the assessment results. program; and 3) research findings on the moderator variable indicate that there is no correlation between the knowledge of guidance and counseling teachers about program evaluation and the accountability of guidance and counseling teachers in schools. While the variables of self-efficacy and skills of guidance and counseling teachers in implementing program evaluations have a correlation with the accountability performance of guidance and counseling teachers in schools.