Evaluating School Counsellors’ Competence in Developing Counselling Service Implementation Plans (RPL BK) in Inclusive High Schools A CIPP Evaluation Study at SMAN 1 Cikarang Selatan

Abstract

Inclusive education requires school counsellors to design guidance services that are responsive to the diverse needs of all students, including those with special educational needs (SEN). This study aimed to evaluate the competence of school counsellors in developing the Counselling Service Implementation Plan (RPL BK) in an inclusive high school. The research was conducted at SMAN 1 Cikarang Selatan using a qualitative approach and the CIPP evaluation model (Context, Input, Process, Product). Data were collected through in-depth interviews, observations, and document analysis, then analysed thematically. The findings reveal that school counsellors demonstrate commitment to inclusive service provision but still encounter limitations in planning, needs assessment, and differentiated service strategies. The prepared RPL BK has not yet fully accommodated the characteristics of SEN students, especially in terms of goal formulation, service strategies, and success indicators. It is concluded that strengthening counsellors’ competence through practice-based training, cross-teacher collaboration, and inclusive service guidelines is essential to ensure that RPL BK serves as an effective tool in realising equitable education for all learners.