Konseling Karier bagi Siswa SMA-SMK Sekolah Indonesia Kota Kinabalu dalam Penguatan Perencanaan Pendidikan Tinggi

Evi Febriani; Deasyanti Deasyanti; Rini Hartini Rinda Andayani; Ecep Supriatna

doi:10.53863/abdibaraya.v5i01.2359

Authors

Evi Febriani Universitas Paramadina, Jakarta, Indonesia
Deasyanti Deasyanti Universitas Paramadina, Jakarta, Indonesia
Rini Hartini Rinda Andayani Universitas Paramadina, Jakarta, Indonesia
Ecep Supriatna Universitas Paramadina, Jakarta, Indonesia

DOI:

https://doi.org/10.53863/abdibaraya.v5i01.2359

Keywords:

career counseling, higher education planning, migrant students, Indonesian overseas schools

Abstract

This community service program was based on the needs of senior high school and vocational high school students at the Indonesian School of Kota Kinabalu (SIKK) in Sabah, Malaysia, regarding planning for higher education and career pathways. Many students are children of Indonesian migrant workers who face limited access to higher education information, document-related considerations, family economic constraints, and pressure in choosing study programs. The program aimed to strengthen career literacy, support the exploration of interests, and guide students in preparing follow-up plans for higher education. The activity was conducted on November 11, 2025, through collaboration between the Indonesian Educational Psychology Association and the Social Work Study Program of Universiti Malaysia Sabah. The activity involved 24 SMA-SMK SIKK students from grades XI and XII, divided into four small groups. Each group attended one 90-minute counseling session with a facilitator-to-participant ratio of 1:6. The method included needs assessment, group counseling, reflective discussion, career interest mapping, higher education information sharing, and personal action planning. Evaluation was conducted through written reflection sheets, facilitator observation notes, and evaluative discussion with the school counseling teacher. Achievement indicators included students’ ability to list alternative universities or study programs, prepare an initial interest map, identify personal and family barriers, and formulate follow-up actions. The evaluation showed that 22 of 24 participants listed alternative universities or study programs, 21 prepared an initial interest map, 24 identified personal and family barriers, and 23 wrote follow-up plans. These findings provide an initial basis for strengthening higher education planning and career literacy among diaspora students, although long-term evaluation remains necessary.

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