Riana Mashar *a , Juntika Nurihsan b 140 Research Article Metaphor Counseling and Students Responsibility on Elementary School Riana Mashar *a , Juntika Nurihsan b [a] Department of Psychology, Universitas Muhammadiyah Magelang, Indonesia, [b] Department of Psychology, Universitas Pendidikan Indonesia, Indonesia Abstract The research aimed to figure out the effect of metaphor counseling in STAR KIDS (Story Teach Responsibility for Kids) module toward the responsibility of 6-7-year-old students of the first grade of elementary school. The research used untreated control group design by providing pretest and posttest sample design. The research subject consisted of 21 students in the experimental group and 26 students as the control group. The responsibility data collection performed by using observation guideline checklist, which quantified in the interval scale. SPM Raven scale measured the children's bits of intelligence. The STAR KIDS treatment is given in 15 meetings. The results of the pretest and posttest were analyzed by using Anacova analysis technique through SPSS 17 for Windows. The research result showed that (1) students of experiment group who received STAR KIDS metaphor counseling showed higher responsibility increase rather than students of a control group who did not receive the treatment, (2) The intelligence of the students did not show the effect on the effectiveness of counseling metaphor. Keywords: metaphor counseling; child responsibility; intelligent GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Website : https://ojs.fkip.ummetro.ac.id/index.php/bk Received: 2017-02-21. Published: 2017-12-30 *Corresponding Email: rianamashar@ummgl.ac.id This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium provided the original work is properly cited. Introduction Childhood is the time to put the foundation for the next development levels. The success in achieving the development tasks of the age will give happiness, while, on the other hand, the inability to achieve the development tasks will obstruct the achievement of the development task on the next level. The success in achieving the developmental task and the goal of education are determined by the involvement of the adult people around the child and the child's potentials. One of the children's potentials is the character. The role of responsibility in personal and social life has been proved determining the success of individuals in adulthood (Werner and Smith, 1989), and characterize psychologically healthy people (Glasser and Zennin in Latipun, 2008; Corey, 2009). Responsibilities that established from elementary school age will establish the child as a self -directed learning (Ministry of Education, Singapore, 2014), as well as make the child more positively accepted by adults and peers (Tucker, 1994). Jones (2006) had proven that the establishment of children responsibilities since elementary school had a positive impact on children and created a more conducive class ethos. Establishment of responsibility improves children's adherence to school rules, improve self-esteem, and build better relationships with friends and teachers. Establishment of responsibility correlated with children's ability to complete the task, to voluntarily participate in the form of shown pro-social behavior (Thomas, 2011), as well as to develop self-reliance, helpful nature, and ability to work together (Ochs and Izquierdo, 2009). Children responsibility establishment takes a complicated process. The problem of low responsibility can observe in various cases in elementary school students. Daily cases at school can GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling ISSN : 2088-9623 (Print) - ISSN: 2442-7802 (Online) 2017, Vol 7, No 2, 140-152. doi: 10.24127/gdn.v7i2.820 J O U R N A L GUIDENA