Optimalisasi Peran Konselor Sekolah Era Merdeka Belajar
Bibliographic record
Abstract
Konselor sekolah dalam melaksanakan program memiliki peran yang terintegrasi dengan tujuan pendidikan nasional dan kurikulum merdeka belajar. Untuk mengoptimalkan peran konselor, diperlukan langkah-langkah yang harus dilakukan secara berkesinambungan. Tujuan dari penelitian ini adalah untuk mengetahui optimalisasi peran konselor sekolah dalam merdeka belajar. Penelitian ini menggunakan penelitian kualitatif deskriptif. Subyek penelitian adalah empat orang guru bimbingan dan konseling. Teknik pengumpulan data adalah observasi, wawancara dan dokumentasi. Teknik analisis data menggunakan analisis deskriptif kualitatif. Hasil penelitian ini adalah optimalisasi peran konselor sekolah dapat dilakukan dengan upaya sebagai berikut: 1) Memahami pedoman implementasi bimbingan konseling kurikulum Merdeka belajar, 2) Konselor menjalankan peran koordinator, konselor/ terapis, konsultan, agen pencegahan dan agen perubahan, dan asesor. 3) Melaksanakan dan mengevaluasi layanan bimbingan dan konseling yang mengacu pada dimensi Profil Pelajar Pancasila, 4) Konselor berkontribusi dalam penyusunan proyek Profil Pelajar Pancasila, 5) Melakukan pengembangan keprofesian, 6) Menjalin kerjasama. 7) Supervisi
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.034 | 0.007 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".