Perspektif dan Strategi Guru BK terhadap Penurunan Motivasi Belajar Pasca Putus Cinta Siswa SMP di Palopo

Abstract

Penelitian ini bertujuan mengeksplorasi perspektif guru Bimbingan dan Konseling (BK) terhadap perubahan motivasi belajar siswa setelah putus cinta serta mengidentifikasi strategi pendampingan dan hambatan layanan di SMP Negeri 3 Palopo. Studi kualitatif dengan desain studi kasus dilaksanakan pada Januari–Maret 2026. Informan dipilih secara purposif, terdiri atas dua guru BK, dua siswa yang mengalami penurunan motivasi belajar setelah putus cinta, dan satu teman kelas. Data diperoleh melalui wawancara semi-terstruktur, observasi, dan dokumentasi, lalu dianalisis menggunakan reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Temuan menunjukkan bahwa putus cinta disertai kesedihan, kekecewaan, penurunan kepercayaan diri, penarikan sosial, kesulitan berkonsentrasi, berkurangnya partisipasi belajar, dan penyelesaian tugas yang kurang optimal. Guru BK menerapkan pola “didengar dahulu, diarahkan kemudian” melalui konseling individual, validasi emosi, pembangunan kepercayaan, target belajar sederhana, dan kolaborasi ketika diperlukan. Strategi tersebut dipersepsikan membantu pemulihan fokus dan motivasi secara bertahap. Hambatan utama berupa stigma terhadap ruang BK dan belum adanya program preventif terstruktur. Temuan menegaskan perlunya layanan BK yang lebih preventif, proaktif, dan kolaboratif.

This study explored school counselors’ perspectives on changes in students’ learning motivation following romantic breakups and identified counseling strategies and service barriers at SMP Negeri 3 Palopo. A qualitative case study was conducted from January to March 2026. Participants were selected purposively and included two school counselors, two students who experienced decreased learning motivation after a breakup, and one classmate. Data were collected through semi-structured interviews, observation, and documentation, then analyzed through data reduction, data display, and conclusion drawing and verification. Findings show that breakup experiences were accompanied by sadness, disappointment, reduced self-confidence, social withdrawal, concentration difficulties, lower classroom participation, and less optimal task completion. School counselors used a “listen first, guide later” pattern through individual counseling, emotional validation, trust building, simple learning goals, and collaboration when necessary. These strategies were perceived as supporting a gradual recovery of learning focus and motivation rather than demonstrating a causal treatment effect. Major barriers included stigma toward the counseling room and the absence of a structured preventive program. The findings highlight the need for more preventive, proactive, and collaborative school counseling services.