The Implementation of Guidance Services in Elementary Schools: A Literature Review of Individual and Group Guidance Services

Abstract

This research aims to analyze the implementation of individual and group guidance services in elementary schools, as well as identifying challenges, gaps and potential for developing these services. Individual tutoring services focus on helping students overcome personal problems, increasing self-confidence, and motivating students in learning, while group tutoring services aim to develop social skills, cooperation, and communication abilities between students. This research uses a literature study method with a qualitative descriptive approach. Data was collected from various sources, including journal articles, books and research reports, which were analyzed using content analysis techniques to explore relevant patterns, findings and recommendations. The research results show that the implementation of individual guidance services can help students overcome personal and emotional difficulties, while group services have a positive impact in improving students' social skills. However, this research also found a number of challenges, such as limited training for classroom teachers as service implementers, a lack of special time allocation for guidance in elementary schools, and a lack of policy support that integrates guidance services into the basic education curriculum. Theoretically, there is still a gap in integrating child development theories, such as Piaget's and Erikson's theories, with the practice of holistic individual and group guidance services. This research recommends the development of a more structured guidance service model, which integrates individual and group approaches based on the needs of students in elementary schools. Classroom teachers need to be actively involved as main facilitators, accompanied by intensive training and mentoring to increase their competency in providing guidance services. In addition, further research needs to be conducted to empirically test the effectiveness of this guidance service model in various contexts, including elementary schools in urban and rural areas. It is hoped that the results of this research can make a significant contribution to improving the quality of guidance services in elementary schools.