Efforts to Overcome Truancy Behavior in Students with Biblio- Counseling (Studies in Class IX C SMP Negeri Wonomulyo)

Truancy is a form of student delinquency that needs to be addressed immediately. Truancy can be interpreted as the behavior of students who do not attend to school for inappropriate reasons (Keppens & Spruyt, 2017; Leonard, 2017; Taylor, 2017). Another expert revealed that truancy can mean by not going to school without information, not attending school for several days, and leaving school during school hours (Kearney & Albano, 2018; Noddings, 2017). There are many reasons that can be explained by students related to their truancy, including low learning motivation, victims of bullying, unhappy learning or an uncomfortable learning environment (Floyd, 2017; Garner, 2019). From this point of view, it can be concluded that student truancy behavior is influenced by internal and external factors (Gottfried & Gee, 2017; Gubbels et al., 2019; Shapira-Lishchinsky & Raftar-Ozery, 2018). The impact of truancy causes students to experience failure in the learning process because they do not understand the subject matter in school (Baskerville, 2020; DarlingHammond et al., 2020; Donkor & Alhassan, 2018; Ruiz et al., 2018). Handling truancy can be done through counseling guidance services. Guidance and counseling services facilitate students to be able to solve problems that are happening in their lives (Galassi, 2017; Jones-Smith, 2020; Kok & Low, 2017; Smith & Wood, 2018; Sommers-Flanagan & Sommers-Flanagan, 2018). One of the strategies that exist in guidance and counseling services is biblio-counseling or biblio-therapy (Suvilehto et al., 2019). Biblio-counseling can be done individually or in groups (İlbay, 2016; Özen & Köksalan2i, 2019; Supriyanto & Wahyudi, 2018; Yontz-Orlando, 2017). By implementing biblio-counseling in groups, it can provide opportunities for students to be able to express feelings, conflicts and realize joy together (Fitzgerald, 2017; MacArthur & Mack, 2017; Tomlinson, 2018). Abstract


I. Introduction
Truancy is a form of student delinquency that needs to be addressed immediately. Truancy can be interpreted as the behavior of students who do not attend to school for inappropriate reasons Leonard, 2017;Taylor, 2017). Another expert revealed that truancy can mean by not going to school without information, not attending school for several days, and leaving school during school hours (Kearney & Albano, 2018;Noddings, 2017).
There are many reasons that can be explained by students related to their truancy, including low learning motivation, victims of bullying, unhappy learning or an uncomfortable learning environment (Floyd, 2017;Garner, 2019). From this point of view, it can be concluded that student truancy behavior is influenced by internal and external factors (Gottfried & Gee, 2017;Gubbels et al., 2019;Shapira-Lishchinsky & Raftar-Ozery, 2018). The impact of truancy causes students to experience failure in the learning process because they do not understand the subject matter in school (Baskerville, 2020;Darling-Hammond et al., 2020;Donkor & Alhassan, 2018;Ruiz et al., 2018).
Handling truancy can be done through counseling guidance services. Guidance and counseling services facilitate students to be able to solve problems that are happening in their lives (Galassi, 2017;Jones-Smith, 2020;Kok & Low, 2017;Smith & Wood, 2018;Sommers-Flanagan & Sommers-Flanagan, 2018). One of the strategies that exist in guidance and counseling services is biblio-counseling or biblio-therapy (Suvilehto et al., 2019). Biblio-counseling can be done individually or in groups (İlbay, 2016;Özen & Köksalan2i, 2019;Supriyanto & Wahyudi, 2018;Yontz-Orlando, 2017). By implementing biblio-counseling in groups, it can provide opportunities for students to be able to express feelings, conflicts and realize joy together (Fitzgerald, 2017;MacArthur & Mack, 2017;Tomlinson, 2018).
Through biblio-counseling, students are given the information that needed or in accordance with the character values they want to develop. It is hoped that by knowing the information contained in readings, videos, poetry or films, students can form positive behavior. By using the biblio-counseling, teachers have many strategies to help alleviate students' problems (Bryant et al., 2019). Comics, story books, articles from newspapers or magazines, novels, or books that are classified as heavy, such as scientific writing, those things can be used to solve the problems.
To get research data and find out the root causes of truancy, researchers conducted counseling interviews. In addition, researchers also plan counseling by making intervention plans for research subjects. In group counseling, students are given the opportunity to express feelings, conflicts and show that students like to share their attention in the group. Group counseling also facilitates students to be able to discuss the impacts that arise from truancy, so that students can realize how truancy is detrimental to themselves and others.
Several studies have shown how biblio-counseling can be used to help overcome problems such as mental health, obsessive compulsive disorder, unhappiness, and increase individual motivation (Heo & Cho, 2019;İlbay, 2016;Sevinç, 2019). Truancy behavior among junior high school students is very important to observe, because truancy behavior that occurs is a form of juvenile delinquency that can harm students, parents and schools. The behavior of students' truancy shows that students have not instilled a sense of discipline and responsibility as students.

II. Research Methods
This research is an action research of guidance and counseling (PTBK). Generally, the implementation of counseling guidance action research is divided into two cycles with four stages, namely: planning, implementing, observing, and reflecting.
The population of study was 20 students. From 20 students, 8 students were taken using purposive sampling. The characteristics of the students who were the research subjects were students with truant behavior varying from 3 to 9 times. The selection of research subjects was also based on the results of distributing questionnaires, observations and interviews with students and counseling teachers. The implementation of this research was designed in two cycles of activity, with the following details: 1. Cycle I was held two times 2. Cycle II was held two times Each cycle consists of several stages of activities, namely planning, implementing, observing, and reflecting. Activities in cycle II are repetition and improvement of weaknesses in cycle I. If the first cycle has not been achieved, it will be continued in cycle II. Counseling guidance action research design which includes planning, implementation, observation, and reflection, is described as follows: Arikunto (2007)

III. Results and Discussion
The initial data used to reduce truancy behavior before the implementation of the action were the percentage of daily attendance for class IX C students in semester 2 of the 2018/2019 academic year and the results of distributing questionnaires. The resulting data can be seen in the table below:

Percentage of Attendance and Student Questionnaire Results Post-Cycle I Action
The percentage of the attendance and student questionnaires was carried out to determine whether there was a reduction in truancy behavior after action 1 and action 2 were carried out in cycle I. The data from this percentage helped strengthen the observation data during the action. The results of the percentage of attendance and student questionnaires are used to consider whether the next cycle needs to be implemented or not. To find out whether or not there is a reduction in truancy of students after action 1 and action 2 can be seen by comparing the total cases of truant students in semester 1 with the total cases of truant students in semester 2 after taking action. The cycle measurement used is the percentage of students' attendance in the period May-June 2018 and the results of the after-action questionnaire can be seen in the table below:  From table 2 above, it is known that from the 8 research subjects, there were already 7 students who skipped class which had reduced to 0, and 1 student was still found to be truant 1 time. But if we look at the comparison of truancy behavior between February and May, it can be concluded that the overall truancy behavior of students has decreased. Based on interviews with students, it is known that group counseling with bibliocounseling techniques is a fun activity, because students get a lot of information and can express their opinions freely. In addition, students also feel motivated to leave the habit of truancy because students do not want to stay in class. However, when the researcher asked about the habit of being late and permission to leave the class, some students answered that the students did not skip school because the students continued to enter class and had been absent by the subject teacher. There are several shortcomings and obstacles that were found from the reflection of cycle I, that are: 1. During the implementation of group counseling, there were disturbances from outside of the classroom and there were still students talking to themselves but this can be overcome by the counseling teacher by dividing groups and explaining that the activity to be carried out was reading books. 2. During the presentation, question and answer between groups there were obstacles where some students took verbal aggressive actions against their friends by making them bad examples of the presentation material, but the noise did not last longer and the activity could be well-continued. 3. The group counseling discussion process runs in an orderly manner, students are enthusiastic about following the course of action, although not all students can convey their opinions well. After the action, there has also been a change in attitude shown by the students. The results of the evaluation of the II cycle 1 actions that were carried out showed that: there were changes from the students before the action and after the first cycle action done. Efforts to reduce student truancy through biblio-counseling in group counseling have also gone according to plan. The reduction of truancy behavior can be seen from the preaction student attendance data and the post-action student percentage data. When viewed in a picture, the results of the comparison of the results before the action and after the action are as shown below:

Figure 2. Comparison of results before action and after action
The image above shows that overall truancy has decreased. When viewed from the category, truancy behavior in category A has reduced its frequency to 0 where previously the frequency range ranged from 1 to 4 times. Then truancy in category B there were 4 children whose truant behavior was in the range 1 to 2 which occurred in April. However, if we look at the recapitulation at the presentation in May, both category A and category B truancy behavior of all students have decreased to 0.
Besides truancy behavior, other data shows that student tardiness has also decreased. If there are still students who are late, usually during the first lesson and after the break, this can still be tolerated by the subject teacher. The results obtained in this study have gone according to plan and in accordance with the criteria set by the researcher. The implementation of the action also went very well, there were no significant obstacles during the research and the results achieved were good, so the researcher decided not to continue to the next cycle.

Discussion
This study used biblio-counseling as an effort to help students reduce truancy. Truancy is associated with maladaptive behavior such as bullying and ignorance (Iverson et al., 2018;Smalley et al., 2017;Taylor, 2017). Other studies have also shown a relationship between truancy behaviors caused by deprivation during school . Truancy is also associated with criminal acts committed by individuals and related to a person's economic condition (Robinson, 2020;Virtanen et al., 2020).
Biblio-counseling is an individual thought intervention activity by using reading materials so that after reading the individual gets new information and can apply it in everyday life (Ilogho et al., 2020;Ogbeide & Adomeh, 2019;Shem, 2016). Implementation of biblio-counseling is one way in the practice of group counseling services. Group counseling is the implementation of a dynamic interpersonal process, focused on conscious thought and behavior, and involves therapeutic functions, such as permissiveness, orientation to reality, mutual trust, mutual understanding, mutual acceptance and support (Briesch Du Bois et al., 2017;Levy, 2018;Lewis, 2019;Nunez et al., 2018).
Based on the results of observations, it is known that the number of truantcy behavior by individuals is reduced. Students are diligent in going to school and following class hours to completion, the negative habits of students who often leave the classroom are no longer done, so that students do not miss the important subject were given. Then when participating in the lessons students also appear more active, this can be seen when students ask questions to the teacher. Improvements in behavior and attitudes cannot be separated from the counseling process, because group counseling can help individuals achieve optimal development (Anastasov & Ristevska, 2019;Galassi, 2017;Hamm et al., 2016).
Based on the results of interviews with students related to Biblio-counseling techniques in group counseling, students were able to conclude the negative effects of truancy and reflect on the experiences that students had so far. This success is because students reflect on what will happen in the future if students continue their truancy behavior and students decide to stop truancy after students realize the long-term impact of truancy behavior.
In addition, students are also motivated to prepare themselves after graduating from junior high school (SMP) to continue to the senior high school (SMA/SMK) level. The results of this study are in accordance with the research objectives, which can reduce truancy behavior of students. This research also adds to the scientific knowledge about reducing truancy behavior by using Biblio-counseling.

IV. Conclusion
The given of biblio-counseling techniques in group counseling can overcome truancy behavior of students in class VIIIC at SMP Negeri 1 Wonomulyo. This can be seen from the data on student attendance percentage in the second semester of 2017/2018 for the period of February -April, where truancy behavior starting from pre-action, post-action I cycle I, and post-action II has decreased significantly.
Pre-action truancy behavior data ranged from 3 to 9. Then the truancy behavior data after the first cycle of truancy behavior has decreased where 8 children with truant behavior have reached the number 0. Thus the final results of this study all students who are the subject of truancy behavior research have reduced to 0.
Based on the conclusions above, it is suggested that the counseling teacher can use biblio-counseling techniques in group counseling to overcome truancy behavior of students. We hope students who stopped the truancy behavior can be maintained and optimize learning activities so that the desired goals can be achieved.