followed by analysis, then providing sufficient understanding and explanation. The data collection technique
in this study uses library research where researchers collect data by reading, and analyzing journals and
articles from previous researchers that have something to do with the object of research.!
In addition to knowing this, this study aims to find out the techniques of understanding students, and
the implementation of guidance and counseling service programs in elementary schools and madrasah
ibtidaiah is like what and how.!
!
Result And Discussion !
Tutoring in Ibtidaiah Elementary Schools and Madrasahs!
Tutoring according to Oemar Hamalik can be interpreted as guidance intended for students to get
education that suits the interests, talents, abilities and needs of their students. As well as, helping students
to get effective and efficient ways to overcome learning problems experienced.!
In line with this, based on several presentations on guidance and counseling in elementary schools and
madrasah ibtidaiah, that guidance and counseling is applied by considering the aspects of external demands
of the institution and in terms of the condition of children at this age, so that guidance for elementary schools
and madrasah ibtidaiah plays a role in supporting the achievement of institutional demands. The
implementation of guidance in elementary schools and madrasah ibtidaiah is in fact different from the
implementation in secondary schools, both junior high and high school, especially those related to the
function of teachers as guides.!
Guidance in elementary schools and madrasah ibtidaiah emphasizes the role of teachers in the
function of guidance. The focus of guidance in elementary schools and madrasah ibtidaiah emphasizes more
on the development of self-understanding, the ability to relate effectively to others and the development of
problem solving.!
By considering the description of the purpose of implementing guidance and counseling in elementary
schools and madrasah ibtidaiah, it can be stated that the implementation of guidance and counseling in
elementary schools or madrasah ibtidaiah can be seen from at least two parties, namely: students and
teachers (Batubara, 2018).!
1. Students with their abilities, students are expected to be able to achieve: a. The happiness of life in this
world and the hereafter. b. Increased awareness of understanding of oneself and the environment which
includes the school, family, and wider community. c. Development of abilities and qualities of self as
person, social, and human created by God d. Increased self-ability in solving various problems in his life.!
2. Teachers with the implementation of guidance and counseling in elementary schools or madrasah
ibtidaiah, it is hoped that teachers will be able to achieve: a. Development of harmony in carrying out
the teaching and learning process in schools b. Alignment of cooperation with the students, especially
with students who have personal problems. !
3. More intensive cooperation (earnestly) with parents and the wider community in general.!
The achievement of guidance and counseling objectives in guidance and counseling services in schools
and madrasahs is different for each level. This means that seeing optimal development in elementary / MI
children is certainly not the same as seeing junior high school / MTs students and so on. Likewise, seeing the
independence of elementary / MI students is certainly not the same as seeing the independence of junior
high school / MTs students and so on. In other words, the elaboration of the objectives of guidance and
counseling in schools and madrasahs, adjusted to the level of the school and madrasah concerned. More
specifically, the achievement of the above guidance and counseling objectives, both in schools and
madrasahs, must be based on the achievement of the vision, mission, and goals of the school and madrasah
concerned (Ngalimun &; Mz, 2020).!
The strategies carried out by class teachers in carrying out guidance and counseling in elementary
schools or madrasah ibtidaiah are: !
1. Class teachers integrate guidance and counseling materials into appropriate learning materials.!
For example, Indonesian material is used to foster polite character in communicating and likes to
read, civic education material is used to foster an attitude of love for the motherland, religious material
is used to foster character obedience to religious rules, and love for the God of the Universe (Coal, 2018).!
2. Observation techniques are used by teachers to observe the behavior of students during school,
especially during the learning process. !