Anak Berbakat

APAKAH ANAK BERBAKAT ITU ?

Dr Widodo Judarwanto SpA

CHILDREN ALLERGY CLINIC
PICKY EATERS CLINIC (KLINIK KESULITAN MAKAN)
Jl Taman Bendungan Asahan 5 Bendungan Hilir Jakarta Pusat
telp : (021) 70081995 – 70081995
email : wido25@hotmail.com , http://giftedtalented.blogspot.com/



Seringkali dijumpai seorang anak menunjukkan kemampuan perkembangan motorik dan perkembangan kecerdasan yang luar biasa di atas usia sebayanya. Temuan ini kadang menjadikan orangtua bangga, karena anaknya mempunyai kelebihan jauh di atas rata-rata. Namun, sebaliknya ternyata anak seperti ini juga mengalami beberapa gangguan perkembangan dan perilaku lainnya. Bila tidak dicermati dalam membimbing dan mendidik anak tersebut segala kelebihan yang ada bisa juga mengakibatkan masalah tersendiri akibat beberapa gangguan perilaku yang terjadi.

DEFINISI ANAK BERBAKAT

Gifted digunakan untuk merujuk pada orang-orang dengan bakat intelektual. Menurut penelitian Widodo Judarwanto 2007, keberbakatan istimewa ini adalah kemampuan intelektual atau kecerdasan diantaranya meliputi kemampuan intelektual musik, matematika, fisika, kimia, elektronika, informasi tehnologi, bahasa, olahraga dan berbagai tingkat kecerdasan di berbagai bidang lainnya yang kemampuannya jauh di atas rata-rata anak seusianya. Kemampuan iNtelektual ini biasanya disertai oleh tingkat inisiatif, imajinasi dan kreatifitas yang juga demikian tinggi. Keadaan ini dipengaruhi oleh muktifaktorial seperti genetik, lingkungan dan faktor sosial. Tetapi tampaknya genetik yang berperan lebih utama. Namun sebaliknya dibalik kelebihan itu seringkali disertai penyimpangan beberapa perilaku seperti gangguan sosialisasi, emosi tinggi dan labil, agresifitas tinggi, gangguan konsentrasi, impulsifitas tinggi, gangguan tidur, hiperaktif dan beberapa gangguan perilaku lainnya. Namun bila hal tersebut dilakukan intervensi dan dioptimalkan tumbuh dan berkembangnya sejak dini maka akan berpotensi menjadikan prestasi yang luar biasa di masa depan.
Istilah anak berbakat (gifted children) pertama kali digunakan pada tahun 1869 oleh Francis Galton. Ia merujuk pada seseorang dengan banyak kemampuan di berbagai bidang yang tidak dimiliki orang lain. Menurut Galton 2002, kebeberbakatan merupakan kemampuan alami yang luar biasa, diperoleh dari kombinasi sifat-sifat yang meliputi kapasitas intelektual, kemauan yang kuat, dan unjuk kerja. Inteligensi, kreativitas, dan talenta, merupakan pusat perhatian untuk mendefinisikan kerberbakatan selama bertahun-tahun.

Lewis Terman memperluas pendapat Galton dengan mensyaratkan IQ yang tinggi. Pada awal 1900-an, Lewis Terman meneliti anak berbakat (gifted children) yang ber-IQ 140 atau lebih. Kesimpulannya, IQ tinggi saja tidak akan menjamin seorang anak sukses kelak.
Leta Hollingworth percaya bahwa faktor genetik berperan pada anak berbakat, tetapi harus tetap didukung oleh pola pengasuhan di rumah dan sekolah. Hasil penelitian ini oleh Hollingworth diterbitkan menjadi buku Gifted Children, Their Nature and Nurture tahun 1926. Sejak itulah definisi ini digunakan bagi anak-anak dengan potensi besar.

Bakat sebagai Asynchronous Development
Linda Silverman menambahkan definisi anak berbakat (gifted children) dengan memasukkan asynchronous development tak hanya mempertimbangkan IQ dan bakat, tapi juga karakter emosi seperti, anak mempunyai sensitivitas yang baik.

Definisi Columbus Group
Bakat adalah 'asynchronous development', yakni kemampuan kognitif di atas rata-rata, mempunyai intensitas kuat yang dipadu dengan pengalaman dan kesadaran diri yang secara kualitatif berbeda dengan orang normal. Ketidaklaziman ini biasanya bertambah sejalan dengan kemampuan intelektual. Keunikan anak berbakat membuat mereka memerlukan perhatian lebih dalam pola pengasuhan, pendidikan, dan bimbingan agar optimal.

Definisi dari Lingkungan sekolah
Murid dinilai berdasarkan nilai Murid yang masuk 1-10 besar ranking di sekolah memerlukan kurikulum yang lebih menantang. Definisi ini sangat relatif karena seorang murid yang berbakat di satu sekolah belum tentu termasuk murid berbakat di sekolah lain.
Anak berbakat didefinisikan oleh USOE (United States Office of Education) sebagai anak-anak yang dapat membuktikan kemampuan berprestasinya yang tinggi dalam bidang-bidang seperti intelektual, kreatif, artistik, kapasitas kepemimpinan atau akademik spesifik, dan mereka yang membutuhkan pelayanan atau aktivitas yang tidak sama dengan yang disediakan di sekolah sehubungan dengan penemuan kemampuan-kemampuannya.

Keberbakatan istimewa sesuai dengan definisi Renzulli, yaitu mempunyai kemampuan inteligensia berupa kemampuan logika analisis dan abstraksi tinggi, kreativitas tinggi, serta motivasi dan ketahanan kerja tinggi. Dari hasil-hasil penelitian yang dilakukannya, Renzulli menarik kesimpulan bahwa yang menentukan keberbakatan seseorang pada hakikatnya adalah tiga kelompok ciri-ciri sebagai berikut :

* Kemampuan di atas rata-rata
* Kreativitas
* Pengikatan diri atau tanggung jawab terhadap tugas (task commitment)

Renzulli 2002, menyebutkan bahwa keberbakatan merupakan interaksi antara kemampuan umum dan/atau spesifik, tingkat tanggung jawab terhadap tugas yang tinggi dan tingkat kreativitas yang tinggi. Ia melihat bahwa orang yang berprestasi adalah orang yang mampu memberikan sumbangan kreatif dan prestasi yang sama baiknya dalam tiga kluster yang saling terkait. Renzulli menegaskan tidak satu pun kluster yang membuat keberbakatan selain adanya interaksi antara tiga kluster tersebut yang di dalam studi-studi terdahulu menjadi resep yang dilakukan untuk tercapainya prestasi kreatif-produktif. Tidak ada kluster tunggal yang membentuk keberbakatan. Interaksi dari ketiga kluster adalah resep penting untuk mencapai produktivitas.


Proses terbentuknya talenta (Differentiated Model of Giftedness and Talent)
Differentiated Model of Giftedness and Talent (DMGT) yang diajukan Gagné (dalam Gagné, 2004 pada www.tki.org.nz) dibedakan dengan jelas antara dua konsep dasar dalam pendidikan anak berbakat, yaitu giftedness dan talent.

Giftedness merujuk kemampuan superior alami (yang disebut aptitutes atau gifts (karunia)) yang sudah dimiliki seseorang secara spontan (alami) tanpa bimbingan atau pelatihan minimal pada satu bidang tertentu yang menempatkan seseorang tersebut 10% terbaik diantara teman-teman sebayanya. Sementara talent merujuk kepada penguasaan yang luar biasa (superior mastery) dan merupakan kemampuan/keterampilan ataupun pengetahuan yang dibentuk secara sistematis dalam salah satu bidang tertentu yang juga menempatkan mereka termasuk diantara 10 % terbaik diantara teman sebayanya yang menggeluti bidang yang sama. Untuk menjelaskan konsepnya Gagné membuat model berikut

REFERENSI

Judarwanto Widodo (2007), Early detection and risk factor children with gifted and talented. St. Clair, K.L. (1989). Counseling gifted students: A historical review. Roeper Review, 12(2), 98-102. Hickey, G. (1988). Goals of gifted programs: Perceptions of interested groups. Gifted Child Quarterly, 32(1), 231-235. Horowitz, F.D. (1987). A developmental view of giftedness. Gifted child Quarterly, 31(4), 165-168. Culross, R. R. (1982). Developing the whole child: A developmental approach to guidance with the gifted. Roeper Review, 5(2), 24-26. Brown, L.L. (1990). Special considerations in counseling gifted students. The School Counselor, 40, 184-190. Galbraith, J. (1985). The eight great gripes of gifted kids: Responding to special needs. Roeper Review, 8(1), 15-17. Alexander, P.A. (1985). Gifted and non-gifted students' perceptions of intelligence. Gifted Child Quarterlly, 29(3), 137- 142. Cross, T. L., Coleman, L. J., & Terhaar-Yonkers, M. (1991). The social cognition of gifted adolescents in schools: Managing the stigma of giftedness. Journal for the Education of the Gifted, 15, 44-55. Ford, M.A. (1989). Students' perceptions of affective issues impacting the social emotional development and school performance of gifted/talented youngsters. Roeper Review, 8, 15-18. Gallagher, J.J. (1990). Editorial: The public and professional perceptions of the emotional status of gifted children. Journal for the Education of the Gifted, 13(3), 202-211. Perrone, P. A. (1986). Guidance needs of gifted children, adolescents, and adults. Journal of Counseling and Development, 64, 564-566. Prillerman, S., Myers, H., & Smedley, B. (1989). Stress, well-being, and academic achievement in college. In G.L. Berry & J.K. Asamen (Eds.), Black students (pp. 198-215). Newbury Park, CA: Sage. Deverensky, J., & Coleman, E.B. (1989). Gifted children's fears. Gifted Child Quarterly, 33(2), 65-68. Robinson, N.M., & Noble, K.D. (1991). Social-emotional development and adjustment of gifted children. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education: Research and practice: Vol. 4. Emerging programs (pp. 57-76). New York: Pergamon Press. Rocamora, M. (1992). Counseling issues with recognized and unrecognized creatively gifted adults, with six case studies. Advanced Development, 4, 75-89. Dirkes, M.A. (1983). Anxiety in the gifted, pluses and minuses. Roeper Review, 6, 68. Scholwinski, E., & Reynolds, C.R. (1985). Dimensions of high anxiety ampong high IQ children. Gifted Child Quarterly, 29(3), 125-130. Buescher, T.M. (1985). A framework for understanding the social and emotional development of gifted and talented adolescents. Roeper Review, 8, 10-15. Kerr, B., Colangelo, N., & Gaeth, J. (1988). Gifted adolescents' attitudes toward their giftedness. Gifted Child Quarterly, 245-247. Cornell, G.C. (1989). Child adjustment and the use of the term gifted. Gifted Child Quarterly, 33(2), 59-64. Perry, S.M. (1985). Giftedness: Living with it and liking it. Greeley, CO: Autonomous Learner Publications (ALPS). Robinson, A. (1986). Brave new direction: Needed direction in the labeling of gifted children. Gifted Child Quarterly, 30(1), 11-14. Robinson, A. (1989). Gifted: The two-faced label. GCT, 12(1), 34-26. Buskin, S.L., Okolo, C., Zimmerman, E., & Peng, C.J. (1986) Being labeled gifted or talented: Meanings and effects perceived by students in special education. Gifted Child Quarterly, 30(2), 61-61. Robinson, A. (1990). Does that describe me? Adolescents' acceptance of the gifted label. Journal for the Education of the Gifted, 13(3), 245-255. Burns, D.D. (1980, Nov.). The perfectionists' script for self-defeat. Psychology Today, 34, 37, 38, 41, 42, 44, 46, 50, 52. Silverman, L. K. (1990). The crucible of perfectionism. In B. Holyst (Ed.), Mental health in a changing world (pp. 39-49). Warsaw: The Polish Society for Mental Health. Silver, M., & Sabini, J. (1982, Jan.). When it's not really procrastination. Psychology Today, 39, 40, 42. Austin, B.A., & Draper, D.C. (1986). Peer relationships of the academically gifted: A review. Gifted Child Quarterly, 25, 129-133. Janos, P.M., Fung, H.C., & Robinson, N.M. (1985). Self-Concept, Self-esteem, and peer relations among gifted children who feel "different." Gifted Child Quarterly, 29(2), 78-82. Cooley, M.R., Cornell, D.G., Lee, C. (1991). Peer acceptance and self-concept of Black students enrolled in a summer gifted program. Journal for the Education of the Gifted, 14(2), 166-177. Dauber, S. L., & Benbow, C. P. (1990). Aspects of personality and peer relations of extremely talented adolescents. Gifted Child Quarterly, 34, 10-15. Kaiser, C.F., & Berndt, D J. (1985). Predictors of loneliness in the gifted adolescent. Gifted Child Quarterly, 29(2), 74- 77. Gross, M. U. M. (1989). The pursuit of excellence or the search for intimacy? The forced-choice dilemma of gifted youth. Roeper Review, 11, 189-193. Kline, B.E., & Meckstroth, E.A. (1985). Understanding and encouraging the exceptionally gifted. Roeper Review, 8(1), 24-30. Sawyer, R.N., & Meckstroth, E.A. (1986). Intellectual challenges and emotional support of the precocious child. Journal of Counseling and Development, 64, 593-597. Manaster, G.J., & Powell, P.M. (1985). A framework for understanding gifted adolescents' psychological maladjustment. Roeper Review, 6(2), 70-73. Blackburn, C., & Erickson, D.B. (1986). Predictable crises of the gifted student. Journal of Counseling and Development, 64(9), 552-554. Altman, R. (1983). Social-emotional development of gifted children and adolescents: A research model. Roeper Review, 6, 65-68. Yadusky-Holahan, M., & Holahan, W. (1983). The effect of academic stress upon the anxiety and depression levels of gifted high school students. Gifted Child Quarterly, 27, 42-46. Wooding, G.S., & Bingham, R.D. (1988). Gifted children's responses to a cognitive stressor. Gifted Child Quarterly, 32(3), 330-334. Karnes, F., & Oehler-Stinnet, J. (1986). Life events as stressors with gifted adolescents. Psychology in the Schools, 23, 406-414. Delisle, J.R. (1982). Striking out: Suicide and the gifted adolescent. G/C/T, 13, 16-19. Weisse, D.A. (1990). Gifted adolescents and suicide. The School Counselor, 37, 351-358. Farrell, D. M. (1989). Suicide among gifted students. Roeper Review, 11, 134-139. Delisle, J.F. (1986). Death with honors: Suicide among gifted adolescents. Journal of Counseling and Development, 64(9), 558-560. Hayes, M. L., & Sloat, R. S. (1990). Suicide and the gifted adolescent. Journal for the Education of the Gifted, 13, 229- 244. Leroux, J. (1986). Suicidal behavior and gifted adolescents. Roeper Review, 9, 77-79. Lajoie, S.P., & Shore, B.M. (1981). Three myths? The over-representation of the gifted among dropouts, delinquents, and suicides. Gifted Child Quarterly, 25, 138-143. Schetky, D. H. (1981). A psychiatrist looks at giftedness: The emotional and social development of the gifted child. G/C/T, Issue No. 18, 2-4. Ward, V. S. (1985). Giftedness and personal development: Theoretical considerations. Roeper Review, 8, 6-10. The Washington Post. (1993). Child's IQ is affected by poverty, study says. (1 page). Tolan, S. S. (1985). Stuck in another dimension: The exceptionally gifted child at school. G/C/T, Issue No. 41, 22-26. Tolan, S. (1989). Special problems of young highly gifted children. Understanding Our Gifted, 1(5), 1, 7-10. Silverman, L. K., & Kearney, K. (1989). Parents of the extraordinarily gifted. Advanced Development, 1, 41-56. Hollingworth, L. S. (1931). The child of very superior intelligence as a special problem in social adjustment. Mental Hygiene, 15(1), 1-16. Roedell, W. C. (1984). Vulnerabilities of highly gifted children. Roeper Review, 6, 127-130. Hollingworth, L. S. (1940). Old heads on young shoulders. Public Addresses (pp. 104-110). Lancaster, PA: Science Press Printing. Hollingworth, L. S. (1942). Children above 180 IQ Stanford-Binet: Origin and development. Yonkers-on-Hudson, NY: World Book. Kline, B. E., & Meckstroth, E. A. (1985). Understanding and encouraging the exceptionally gifted. Roeper Review, 8, 24-30. Betts, G.T., & Neihard, M.F. (1985). Eight effective strategies to enhance the emotional and social development of the gifted and talented. Roeper Review, 8 18-23. Carol Bainbridge,Your Guide to Gifted Children. 2004 . Judy Galbraith, Pamela Espeland , You Know Your Child Is Gifted When...: A Beginner's Guide to Life on the Bright Side, Free Spirit Publishing ,2000 . Sally Yahnke, Ph.D. Walker, Caryn Pernu, The Survival Guide for Parents of Gifted Kids: How to Understand, Live With, and Stick Up for Your Gifted Child, Free Spirit Publishing; Rev Update edition, 2002. Manaster, G.J., & Powell, P.M. (1983). A framework for understanding gifted adolescents' psychological maladjustment. Roeper Review, 6, 70-73. Berndt, D.J., Kaiser, C.F., & van Aalst, F. (1982). Depression and self-actualization in gifted adolescents. Journal of Clinical Psychology, 38, 142-150. Betts, G.T. (1986). Development of the emotional and social needs of gifted individuals. Journal of Counseling and Development, 64, 587-589. Ross, A., & Parker, M. (1980). Academic and social self-concepts of the academically gifted. Exceptional Children, 47, 6-10.

Earthquake

The Importance of Name

Ahmad. Yeah, a good name.
Well, as parents, we have to give a good name to our child because it will be used for the important event. How important it will be?

Now, let's start our real journey. Use our mind, heart and also our imagination.

First, let's think about life. Will we live everlasting? Or will we die for one time? Can we guess for sure what will happen next?

Smart Child

Who is smart child?
Give some opinion about this picture.

The Story of Creation

Once upon a time there was a lonely maiden who got bored with living alone.
The maiden walked down to the shore and went swimming. The sea made the maiden pregnant.

But the maiden got bored with her pregnancy that lasted seven years, and asked the God to help her. And in no time a pochard looking for a place for a nest flew to her.

In the pochard’s nest there were six golden eggs and one iron egg.
The pochard’s nest was on the maiden’s knee. It started to tire the maiden.

She moved her knee and the eggs fell in to the sea and started to form into different parts of the world: the sky, the earth, the sun, the moon, the stars and the clouds.

But the maiden was still in the sea and she was still pregnant. At last she held up her head from the sea and started to till the soil. She worked hard and the ground began to get its shape, but Vainamoinen wasn’t yet born. Vainamoinen started thinking about the world in the womb. Then Vainamoinen was born and he stood up on his two legs.

The maiden was wondering who would sow the plants on the bare ground. Sampsa Pellervoinen sew all kinds of plants and the trees started to grow well.
Then the plants started to grow and the birds started to sing.

But one of the trees didn’t grow. God´s holy oak was planted again and it was put among the ashes and so the oak also started to grow.


The oak grew too much, so Vainamoinen wondered who would fall it. Vainamoinen´s mother helped him; she sent a little man to fall the tree.The little man grew up in an instant and cut down the tree with three strikes and everything was fine again.

If you cut a branch of the oak, you will get everlasting happiness.
If you take the top of it, you’ll get magic powers and ...

if you take a leaf you will get everlasting love.

The Golden Feather

Once upon a time there was a little hen, white as snow. She had got a little golden feather on her tail. That's why she was named Golden Feather. One day, digging on the land, she found a very big diamond.

'Oh! What a lovely diamond! And she thought- I'll bring it to the king.'

And there she went.

On the way, she found a big tree. Golden Feather said: 'Tree, get out of my way! I am going to see the king!' But the tree didn't move. Then Golden Feather who was very angry touched the tree with her golden feather and the tree became very, very little. Golden Feather took it and put it in her basket.

On the way, she found a river. Golden Feather said

'River, get out of my way! I am going to see the king!'

But the river didn't move. Then Golden Feather who was very angry touched the river with her golden feather and the river became very very little. Golden Feather took it and put it inside a glass bottle in her basket.

Finally, Golden Feather arrived to the king's palace.
The king took the diamond and kept it for himself without even saying

'Thank-you '

to Golden Feather.

'Take this hen to prison!' shouted the king.
Then Golden Feather took the tree out of the basket and it became

bigger and bigger

until it broke all the windows in the palace.

'Take this hen to the oven!' shouted the king.
Then Golden Feather took the river out of the basket and it became

longer and l o n g e r

until all palace was full of water.

Then Golden Feather took the diamond and flew away from the palace and from the king.

She went back home for ever more.

Wild Children V: Culture Shock

You have read about Romulus and Remus whose culture shock came when they went back to the world of human beings after being raised by a wolf. Tarzan's culture shock came when he discovered that he was not a "white ape" but a human being. Emily Carr preferred the culture of the First Nations people and the life she led on her explorations to the dresses and polite conversations of her own culture. You now know that First Nations culture did not include school or even business activity, people spent most of their time in nature or around the fire of their home talking, telling stories and making the things they needed to survive.
Psychologists tell us that there are four basic stages that human beings pass through when they enter and live in a new culture. This process, which helps us to deal with culture shock, is the way our brain and our personality reacts to the strange new things we encounter when we move from one culture to another. If our culture involves bowing when we greet someone, we may feel very uncomfortable in a culture that does not involve bowing. If the language we use when talking to someone in our own culture is influenced by levels of formality based on the other person's age and status, it may be difficult for us to feel comfortable communicating with people in the new culture.
Culture begins with the "honeymoon stage". This is the period of time when we first arrive in which everything about the new culture is strange and exciting. We may be suffering from "jet lag" but we are thrilled to be in the new environment, seeing new sights, hearing new sounds and language, eating new kinds of food. This honeymoon stage can last for quite a long time because we feel we are involved in some kind of great adventure.
Unfortunately, the second stage of culture shock can be more difficult. After we have settled down into our new life, working or studying, buying groceries, doing laundry, or living with a home-stay family, we can become very tired and begin to miss our homeland and our family, girlfriend/boyfriend, pets. All the little problems that everybody in life has seem to be much bigger and more disturbing when you face them in a foreign culture. This period of cultural adjustment can be very difficult and lead to the new arrival rejecting or pulling away from the new culture. This "rejection stage" can be quite dangerous because the visitor may develop unhealthy habits (smoking and drinking too much, being too concerned over food or contact with people from the new culture). This can, unfortunately lead to the person getting sick or developing skin infections or rashes which then makes the person feel even more scared and confused and helpless. This stage is considered a crisis in the process of cultural adjustment and many people choose to go back to their homeland or spend all their time with people from their own culture speaking their native language.
The third stage of culture shock is called the "adjustment stage". This is when you begin to realize that things are not so bad in the host culture. Your sense of humour usually becomes stronger and you realize that you are becoming stronger by learning to take care of yourself in the new place. Things are still difficult, but you are now a survivor!
The fourth stage can be called "at ease at last". Now you feel quite comfortable in your new surroundings. You can cope with most problems that occur. You may still have problems with the language, but you know you are strong enough to deal with them. If you meet someone from your country who has just arrived, you can be the expert on life in the new culture and help them to deal with their culture shock.
There is a fifth stage of culture shock which many people don't know about. This is called "reverse culture shock". Surprisingly, this occurs when you go back to your native culture and find that you have changed and that things there have changed while you have been away. Now you feel a little uncomfortable back home. Life is a struggle!