Resistensi Siswa Dalam Proses Bimbingan dan Konseling di Sekolah ; Analisis Berdasarkan Teori Behaviorisme, Kognitif, Konstruktivisme

Abstract

This article discusses student resistance in the guidance and counseling process at school by analyzing it through the perspectives of behaviorism, cognitive theory, and constructivism. Student resistance is expressed through avoidance, silence, denial, or unwillingness to cooperate during counseling. Behaviorism explains that resistance emerges from negative experiences or observations learned from others, shaping fear or anxiety toward counseling. From a cognitive perspective, resistance arises from students’ inaccurate perceptions, reinforced by peer stigma that portrays school counselors negatively. Meanwhile, constructivism highlights that students build their own meaning based on personal experiences that strengthen their distrust toward counseling services. By integrating these three perspectives, the article emphasizes that resistance is not only a behavioral problem but also a cognitive and experiential issue. Understanding these factors helps counselors develop more appropriate strategies to build trust, correct misconceptions, and create a positive counseling climate for students.