A PROSPECTIVE VISION OF SCHOOL GUIDANCE: AN EVALUATION OF CLASSROOM GUIDANCE PROGRAMS

Abstract

This study evaluates the guidance and counseling program at a public junior high school in the Wiyung District using the CIPP model (Context, Input, Process, Product). The research employed a descriptive qualitative method with three guidance and counseling teachers and fifteen students as subjects, utilizing observation, interviews, and documentation. The findings indicate that, in terms of context, students’ needs include learning motivation, discipline, social skills, and emotional regulation. Regarding input, technology-based instruments and media have been applied, although limited facilities and counseling staff remain challenges. In the process aspect, classroom guidance services are implemented through varied methods but are hindered by student stigma and time constraints. In the product aspect, the guidance and counseling program has shown positive effects on emotional management, responsibility, self-confidence, and social skills, although academic motivation has yet to reach an optimal level. Overall, the guidance and counseling program is considered beneficial; however, strategies are needed to strengthen student motivation, reduce stigma, and enhance parental involvement.