Good Practices of BK Teachers in Helping Students (Case Study of the Philosophy of Duduak Samo Randah Tagak Samo Tinggi)

Abstract

 BK services in schools play a strategic role in helping students overcome personal, social, academic, and career planning problems through empathetic and non-hierarchical interactions. The effectiveness of these services is greatly influenced by the approach used by counselors, including the use of local wisdom values such as the Minangkabau philosophy of "duduak samo randah, tagak samo tinggi" which emphasizes equality and appreciation in the counseling process. This approach allows for the creation of a more open atmosphere through non-judgmental communication, the use of open-ended questions, and active and reflective listening skills so that students feel comfortable expressing their problems. However, the practice of BK services in the field still does not fully reflect the principle of equality, so it has the potential to cause a psychological distance between BK teachers and students. Based on these conditions, this study aims to describe in depth the good practices of BK teachers in helping students through the application of the philosophy of "duduak samo randah, tagak samo tinggi" in daily counseling interactions. The approach used is qualitative descriptive with the type of case study, with data collection through interviews with students from MAN 1 Bukittinggi and SMK 1 Ampek Angkek as well as the BK teachers involved. The findings show that the identification of student problems is carried out through two paths, namely student initiative and referral from the school, with a generally calm and non-judgmental response even though it is not completely consistent. The aspect of empathy is seen in the ability of BK teachers to understand the emotional state of students, while the involvement of students in the problem-solving process through dialogue and deliberation still varies. In dealing with conflicts, BK teachers act as neutral mediators with a communicative and empathetic approach, and encourage students to see from various perspectives. The value of equality is also reflected in building interpersonal closeness without ignoring professional boundaries, even though the perception of fairness in students is not yet fully evenly distributed. In addition, the provision of participation spaces through classical and group services strengthens student involvement in cooperation and decision-making.