Dynamics Of Implementation Of The 7 Great Guidance And Counseling Program (7 Jbh) In 2025: A Qualitative Study Of The Ministry Of Education And Elementary School Policy

Putra Asga Elevry; Yadi Ruyadi; Encep Syarif Nurdin; Asep Dahliyana; Ganjar Muhamad Ganeswara; Kama Abdul Hakam

doi:10.63922/ijevss.v5i03.5929

Putra Asga Elevry General Education and Character Study Program, Indonesian University of Education
Yadi Ruyadi General Education and Character Study Program, Indonesian University of Education
Encep Syarif Nurdin General Education and Character Study Program, Indonesian University of Education
Asep Dahliyana General Education and Character Study Program, Indonesian University of Education
Ganjar Muhamad Ganeswara General Education and Character Study Program, Indonesian University of Education
Kama Abdul Hakam General Education and Character Study Program, Indonesian University of Education

DOI: https://doi.org/10.63922/ijevss.v5i03.5929

Keywords: 7 Great Guidance and Counseling Moves (7 JBH), Guidance and Counseling Teacher Training, Ministry of Elementary and Secondary Education, Professional Competence

Abstract

The 2025 7 Great Guidance and Counseling (BK) Program places the revitalization of the role of Guidance and Counseling (BK) Teachers as a key pillar in strengthening student character. However, in practice, there is often a gap between the idealism of central government policies and the reality of teacher competency and readiness. Objective: This study aims to analyze in depth how the BK teacher training policy is translated into practice at the school level, as well as to identify the dynamics and obstacles that arise during the implementation process. Method: This study uses a qualitative method with a case study approach. Data were collected through in-depth interviews with instructors, principals, and BK teachers, participant observation during training activities, and analysis of related policy documents. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldana. Results: The research findings indicate two main dynamics: (1) There is a distortion in policy communication, where training participants tend to prioritize administrative aspects over the substance of psychological counseling skills emphasized by the ministry; and (2) The unpreparedness of digital infrastructure in buffer areas causes the effectiveness of hybrid-based training modules to be less than optimal. Conclusion: The implementation of the 2025 training program is still hampered by the interpretation factors of implementing actors and technical support, thus requiring an evaluation of the post-training mentoring model.

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