The Development of a Student Perception Instrument for Guidance and Counseling Teachers’ Role and Its Association with Learning Motivation

Abstract Purpose – This study aims to develop a valid and reliable scale instrument to measure students’ perceptions of the role of Guidance and Counseling (GC) teachers and its relation to students’ learning motivation. The instrument is expected to be a diagnostic tool for strengthening school guidance and counselling services. Design/methods/approach – This research employs a Research and Development (R&D) design using the ADDIE model, which consists of five phases: analysis, design, development, implementation, and evaluation. The research subjects included one expert validator and 63 eighth-grade students from MTsN 9 Bantul, selected through cluster random sampling. The perception instrument was developed based on cognitive, affective, and conative aspects, while the learning motivation instrument was grounded in intrinsic and extrinsic motivation theories. Item validity was tested using item-total correlation, and reliability was calculated using Cronbach’s Alpha with the assistance of SPSS software. Findings – The validity test results showed that out of 73 items in the perception scale, 46 were declared valid (r > 0.254), with a reliability coefficient of 0.856. Meanwhile, out of 76 items in the learning motivation scale, 47 were valid, with a reliability coefficient of 0.838. These results indicate that both developed instruments meet the criteria for validity and reliability and are suitable for use in measurement. However, further statistical analysis is needed to quantitatively examine the relationship between students’ perceptions and their learning motivation. Research implications/limitations – The resulting instruments can be utilized by GC teachers to accurately and comprehensively identify students’ perceptions and learning motivation as a basis for service intervention planning. Nevertheless, this study’s limitation lies in its sample, which was restricted to a single school and educational level; thus, caution is needed when generalizing the findings. Originality/value – This study offers an original contribution in the form of a standardized instrument that is not widely available, particularly one that empirically integrates students’ perceptions of the GC teacher’s role with learning motivation. The added value also lies in the thorough validation approach, which combines empirical testing and expert judgment. Abstrak Tujuan – Penelitian ini bertujuan untuk mengembangkan instrumen skala yang valid dan reliabel untuk mengukur persepsi siswa terhadap peran guru Bimbingan dan Konseling (BK), kaitannya dengan motivasi belajar siswa. Instrumen ini diharapkan menjadi alat diagnostik yang dapat mendukung penguatan layanan BK di sekolah. Desain/metodologi/pendekatan – Jenis penelitian ini adalah penelitian dan pengembangan (Research and Development) dengan menggunakan model ADDIE yang terdiri dari lima tahap, yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri atas seorang validator ahli dan 63 siswa kelas VIII MTsN 9 Bantul yang dipilih melalui teknik cluster random sampling. Instrumen persepsi dikembangkan berdasarkan aspek kognitif, afektif, dan konatif, sedangkan instrumen motivasi belajar didasarkan pada teori motivasi intrinsik dan ekstrinsik. Validitas item diuji melalui korelasi item-total dan reliabilitas dihitung menggunakan Cronbach's Alpha dengan bantuan perangkat lunak SPSS. Temuan – Hasil uji validitas menunjukkan bahwa dari 73 item skala persepsi, sebanyak 46 item dinyatakan valid (r > 0,254) dengan reliabilitas sebesar 0,856. Sedangkan dari 76 item skala motivasi belajar, sebanyak 47 item valid dengan reliabilitas sebesar 0,838. Hasil ini menunjukkan bahwa kedua instrumen yang dikembangkan telah memenuhi kriteria validitas dan reliabilitas serta layak digunakan dalam pengukuran. Namun, analisis statistik lebih lanjut antara persepsi dan motivasi perlu dilakukan untuk mengkaji keterkaitan keduanya secara kuantitatif. Implikasi/Batasan Penelitian – Instrumen yang dihasilkan dapat digunakan oleh guru BK untuk mengidentifikasi persepsi dan motivasi belajar siswa secara akurat dan komprehensif sebagai dasar perencanaan intervensi layanan. Namun, keterbatasan penelitian ini terletak pada cakupan sampel yang terbatas pada satu sekolah dan jenjang pendidikan, sehingga generalisasi hasil perlu dilakukan dengan kehati-hatian. Orisinalitas/Nilai – Penelitian ini menawarkan kontribusi orisinal dalam bentuk instrumen terstandar yang belum banyak tersedia, khususnya yang mengintegrasikan aspek persepsi siswa terhadap peran guru BK dengan aspek motivasi belajar secara simultan dan teruji secara empiris. Nilai tambah lainnya terletak pada pendekatan validasi menyeluruh melalui uji empiris dan profesional judgment.