DEVELOPING A CONTEXTUALLY GROUNDED MULTICULTURAL GUIDANCE AND COUNSELING FRAMEWORK FOR INDONESIAN SCHOOLS: A DESIGN-BASED RESEARCH STUDY

Abstract

This study aimed to develop a contextual framework for multicultural guidance and counseling in Indonesian schools using a Design-Based Research approach. A transformative mixed methods design was applied by integrating quantitative data from 69 school counselors and 1,707 students with qualitative data from focus group discussions, interviews, observations, and document analysis involving school stakeholders. Quantitative data were analyzed descriptively, while qualitative data were analyzed thematically using the perspectives of structural vulnerability and cultural humility. The findings showed that most school counselors had a moderate level of multicultural competence, while students generally perceived counseling services positively. However, a pattern of high awareness, low use, and high satisfaction indicated that counseling services were known and appreciated but not optimally accessed. Qualitative findings highlighted the need for clearer policies, referral procedures, privacy protection, ethical documentation, parental and community involvement, cultural sensitivity, and continuous professional development. The study produced a framework consisting of assessment, case management, and culturally responsive interventions to strengthen inclusive, equitable, and culturally responsive counseling services in diverse school settings.