RELEVANSI KONSELING PANCAWASKITA TERHADAP PENGEMBANGAN KEMANDIRIAN DAN KEHIDUPAN EFEKTIF SISWA SMP SEKOLAH INDONESIA JEDDAH

Reri Saputra; Dian Isdwiyanti; Bakhrudin All Habsy

doi:10.51878/paedagogy.v5i4.7359

Authors

Reri Saputra Universitas Negeri Surabaya
Dian Isdwiyanti Universitas Negeri Surabaya
Bakhrudin All Habsy Universitas Negeri Surabaya

DOI:

https://doi.org/10.51878/paedagogy.v5i4.7359

Keywords:

Konseling Pancawaskita, Kemandirian, Kehidupan Efektif, Siswa Diaspora, Sekolah Indonesia Jeddah

Abstract

This study aims to examine the relevance of Pancawaskita Counseling (KOPASTA) to the development of independence and effective daily living (KES) among junior high school students at the Indonesian School in Jeddah (SIJ). This approach is considered essential in the multicultural and religious context of education abroad, where Indonesian students face challenges of social adaptation, differences in cultural values, and the need for contextual counseling. The research method used is a library study (literature review) of ten scientific articles published between 2015 and 2025. The analysis shows that KOPASTA, as an eclectic and integrative counseling theory grounded in the values of Pancasila, Lirahid, Pancadaya, Masidu, and Likuladu, provides a conceptual foundation for developing the independence of Indonesian diaspora students. The approach emphasizes the balance between Internal Meaning (Arti Dari Dalam/ADD) and External Meaning (Arti Dari Luar/ADL) in forming a new gatra, which represents a wise, autonomous, and effective individual. Applying KOPASTA’s values in the Indonesian School in Jeddah can strengthen students’ moral, emotional, and spiritual resilience while fostering their national identity within a global environment.

ABSTRAK

Penelitian ini bertujuan untuk mengkaji relevansi Konseling Pancawaskita (KOPASTA) terhadap pengembangan kemandirian dan kehidupan efektif sehari-hari (KES) pada siswa SMP Sekolah Indonesia Jeddah (SIJ). Pendekatan ini dipandang penting dalam konteks pendidikan multikultural dan religius di luar negeri, di mana siswa Indonesia menghadapi tantangan adaptasi sosial, perbedaan nilai budaya, dan kebutuhan bimbingan yang kontekstual. Metode penelitian yang digunakan adalah studi pustaka (library research) terhadap sepuluh artikel ilmiah yang terbit dalam kurun waktu 2015–2025. Hasil analisis menunjukkan bahwa KOPASTA sebagai teori konseling eklektik-integratif berlandaskan nilai-nilai Pancasila, Lirahid, Pancadaya, Masidu, dan Likuladu, mampu menjadi dasar konseptual untuk membangun kemandirian siswa diaspora. Pendekatan ini menekankan keseimbangan antara Arti Dari Dalam (ADD) dan Arti Dari Luar (ADL) dalam membentuk gatra baru, yaitu pribadi yang waskita, mandiri, dan berkehidupan efektif. Penerapan nilai-nilai KOPASTA di lingkungan Sekolah Indonesia Jeddah dapat memperkuat ketahanan moral, emosional, dan spiritual siswa sekaligus menumbuhkan identitas kebangsaan di tengah lingkungan global.

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