Evaluation of the Discrepancy Model in the Implementation of Consultation Services

Siti Nurhaliza; Nur Hidayah; Fitri Wahyuni; Abi Fa'izzarahman Prabawa; Syahira Alfikriah; Afifah Army Age

doi:10.32939/ijcd.v8i1.7059

Authors

Siti Nurhaliza Universitas Negeri Malang
Nur Hidayah Universitas Negeri Malang
Fitri Wahyuni Universitas Negeri Malang
Abi Fa'izzarahman Prabawa Universitas Negeri Malang
Syahira Alfikriah Universitas Negeri Malang
Afifah Army Age Universitas Negeri Malang

DOI:

https://doi.org/10.32939/ijcd.v8i1.7059

Keywords:

consultation services, discrepancy evaluation, school counselor, senior high school

Abstract

Consultation services are a critical component of school guidance, requiring systematic evaluation to ensure quality and accountability. This study evaluated the implementation of consultation services at SMA Negeri Taruna Nala, East Java, using Provus’s (1971) Discrepancy Evaluation Model. A mixed-methods design was employed; quantitative data were collected via a 100-item instrument using a 1–7 Likert scale, while qualitative data were gathered through unstructured interviews. The subject was one school counselor with 20 years of professional experience. The baseline standard applied was Standard 3, Criterion 6 of ABKIN, adopted from the South Carolina Guidance and Counseling Program Model. The results revealed a total score of 679 out of 700 (97.00%), indicating full implementation. Aspect-level analysis showed high implementation across dimensions: Organization (97.86%), Planning (95.71%), Design (100%), Implementation (98.57%), and Evaluation (92.86%). Notably, item 24 (selective planning) scored 1, demonstrating that establishing written criteria for cases requiring formal consultation remains a key area for improvement. Item 71 (principal involvement) scored 5, indicating partial implementation, while ten items in the Evaluation aspect scored 6, highlighting opportunities to strengthen evaluation through systematic standardization. As a single-case evaluation, these findings describe the practices of one counselor and cannot be generalized to broader institutional services. Additionally, the evaluation relied solely on the counselor's self-reports without integrating perspectives from other stakeholders, such as the principal, homeroom teachers, or parents

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