Strategi Guru Bimbingan dan Konseling Mengatasi Kesulitan Membaca Siswa dengan Risiko Slow Learner Melalui Pendekatan Individual

Strategies of Guidance and Counseling Teachers to Address Reading Difficulties in Students at Risk of Being Slow Learners Through an Individual Approach

Abstract

Guidance and Counseling (BK) teachers play a crucial role in helping students at risk of being slow learners overcome reading difficulties through services tailored to individual needs. This study aims to describe the strategies BK teachers use to identify reading difficulties in students at risk of being slow learners, how they implement individual approaches to address these difficulties, and the factors that support or hinder this process at SMP Negeri 1 Muara Bengkal. The study uses a qualitative case study approach. Research subjects included BK teachers, students at risk of being slow learners, Indonesian language teachers, and parents. Data were collected through in-depth interviews, observation, and documentation, and subsequently analyzed using an interactive analysis model comprising data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation of sources and techniques. The results indicate that BK teachers' strategies, using an individual approach, involved identifying students' reading abilities and obstacles, designing services based on individual needs, providing continuous guidance, motivation, and learning support, and collaborating with subject teachers and parents. The school's commitment to inclusive education, support from teachers and families, and student motivation supported the success of these strategies; conversely, challenges included limited service time, diverse student characteristics, and suboptimal learning support at home. These strategies contributed positively to improvements in reading ability, self-confidence, and student participation in the learning process.