Individual Counseling Strategies Using SFBT Approach to Reduce Truancy Rates in Vocational High Schools

Abstract

Truancy is a behavior characterized by students' absences from school without valid reasons or clear explanations. This behavior contravenes social norms and often results from an unfavorable conditioning environment. Truancy involves physical, psychological, social, and cognitive aspects influenced by a detrimental environment. At SMK Al-Huda, several students exhibit truancy behaviors such as unexcused absences, prolonged non-attendance, feigning illness, frequent leaving of classes during specific lessons, and not returning to class after breaks. The consequences of such behavior include academic performance decline, missed learning materials, and decreased motivation to study. This study employs a qualitative descriptive method to understand how to address truancy among students at SMK Al-Huda Jati Agung Lampung Selatan through individual counseling provided by guidance and counseling teachers. The research uses a case study design focusing on three students with truancy behavior. Data were collected through observation, interviews, and documentation. The findings indicate that: 1) The incidence of truancy among students at SMK Al-Huda is relatively high, with behaviors including unexcused absences, prolonged disengagement from lessons, feigned illness, frequent class departures during certain lessons, and non-return after breaks. These behaviors are attributed to factors such as lack of motivation, boredom, difficulty understanding lesson content, and peer influence. 2) The implementation of individual counseling using the Solution-Focused Brief Therapy (SFBT) approach involves five stages: the initial stage, setting student goals, refining goals, core intervention, and the concluding stage. The guidance and counseling teacher conducted five sessions using the SFBT approach, which proved effective in addressing truancy. 3) The results of implementing individual counseling with the SFBT approach indicate that students eventually recognized the detrimental impact of truancy on their academic performance. Following the counseling sessions, students became more motivated to improve, demonstrating increased diligence, discipline, and efforts to enhance their academic performance.