03. karakteristik anak berbakatx

KARAKTERISTIK
ANAK BERBAKAT

Apa karakteristik?
Bagaimana karakteristiknya?

KARAKTERISTIK
Ciri-ciri umum yg dominan / menonjol yg muncul
/ dpt ditemui / melekat pada suatu kelompok
tertentu.
Sifatnya kecenderungan
Ciri-ciri kelopok dpt dilihat dr dimensi-2nya
Semua ciri-ciri umum blm tentu dpt ditemui pd
bagian/sub kelompok atau pd semua individu
dlm kelompoknya. Kenapa?
- sub menunjukkan adanya perbedaan / sub
kelompok kelompok yg lebih kecil.
- Setiap individu – unik karakteristik khusus

KAJIAN KARAKTERISTIK
GENERA

L

KOGNI
TIF

EMOSI
ANAK
BERBAKAT

KEPRIB
ADIAN

SOSIAL

KAJIAN KARAKTERISTIK

Mengenali individu atau kelompok
Mengelompokkan orang
Mengenali dan memenuhi kebutuhan-2nya
Mengantisipasi dampak negatif yg mungkin

timbul
Merumuskan alat identifikasi

Good problem solving/
reasoning abilities
2. Rapid learning ability
3. Extensive vocabulary
4. Excellent memory
5. Long attention span
6. Personal sensitivity
7. Compassion for others
8. Perfectionism
9. Intensity
10. Moral sensitivity
11. Unusual curiosity
12. Perseverant when interested
13. High degree of energy
1.

14.

15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.

Preference for older
companions
Wide range of interests
Great sense of humor
Early or avid reading ability
Concerned with justice,
fairness
At times, judgment seems

mature for age
Keen powers of observation
Vivid imagination
High degree of creativity
Tends to question authority
Shows ability with numbers
Good at jigsaw puzzles

They learn more quickly
They ask searching questions
They challenge accepted theories
They are autonomous learners
Divergent thinkers – they look for the unusual

They often display a keen sense of
humour
They have a vivid imagination

Very high level readers with extensive
vocabulary

Learn faster than regular students
Ask high level questions
Very creative
Relate well with intellectual peers (older kids
or adults)
Very curious, like to research
May show signs of eccentricity

Early learners with high energy
Fast mental processing
Long attention spans
Can conceptualize and synthesize
Can make mental abstractions easily
May ignore details
Asks complex questions
Keen & alert observer
Rockyview Action for Gifted Children

10

Evaluates facts, arguments & people critically
Impatient, perfectionist
Creative, inventive & original
Emotionally & morally intense
May be self-critical and skeptical
May not share interests with classmates
Asynchronous development

Rockyview Action for Gifted Children

11

Intellectual
Personality
Insightfulness
Intensity
Sensitivity/Empathy
Need to Understand
Non Conformity
Perfectionism

Acute Self-Awareness
Need for Mental Stimulation
Excellent Sense of Humor
Need for Precision/Logic
Questioning Rules/Authority
Perseverance

Capacity for reflection
Passion for Learning
Early Moral Concern
Complex Thought Processes
Exceptional Reasoning Ability
Divergent Thinking/Creativity
Analytical Thinking
Facility with Abstraction
Intellectual Curiosity
Rapid Learning Rate
Vivid Imagination

* Get bored with routine tasks.

* Resist changing away from interesting topics or activities.
* Be overly critical of self and others, impatient with failure,
perfectionistic.
* Disagree vocally with others, argue with teachers.
* Make jokes or puns at times adults consider inappropriate.
* Be so emotionally sensitive and empathetic that adults
consider it over-reaction, may get angry, or cry when
things go wrong or seem unfair.
* Ignore details, turn in messy work.
* Reject authority, be non-conforming, stubborn.
* Dominate or withdraw in cooperative learning situations.
* Be highly sensitive to environmental stimuli such as lights
or noises.

have an ability to differentiate patterns at an early age.
have a high level of language development and verbal
ability.
have unusually varied interests and curiosity.
are goal directed with long attention spans.
have heightened self-awareness and ability to be

independent.
have an idealism and sense of justice, which appears at an
early age.
have unusual sensitivity to the expectations and feelings
of others.
have high expectations of themselves and others.
have a heightened ability to see unusual relationships.
Have flexible and imaginative thought processes.

16

17

18

Language development
Reading ability
Subtle/mature sense of humor
Sense of justice/fairness
Difficulty understanding responses of age peers

Intense immersion in one subject of
interest

Highly creative fantasies
Imaginary friends, worlds described in detail

Independent, prefers individual work
Transfers concepts learned to new situations
Interest in abstract concepts (time, space)
Interest in cause and effect relationships
Quick-developing, wide knowledge base
Strong memory, cognitive strategies

First-borns and only children more likely to be
identified as gifted, as are children of gifted parents
Visual-spatial learners more prevalent among gifted
population than auditory-sequential
Approx. 1/6 of gifted children have some sort of comorbid learning disability
ie. Dyslexia, ADHD, Central Auditory Processing Disorder

Giftedness can mask these disorders and depress IQ
scores, making identification difficult

More likely to be introverted than general
population
Asynchronous development
May be advanced in one or more areas and behind in
another
▪ Often seen in social situations, for example
▪ Exacerbated by heightened emotional intensity often found in
gifted children

Csikszentmihalyi’s “Flow” Theory
Synesthesia

Dabrowski’s Theory of Positive Disintegration
“Overexcitabilites”
▪ Psychomotor
▪ Often diagnosed as ADHD

▪
▪
▪
▪

Sensory
Imaginational
Emotional
Intellectual
▪ “Too creative” for IQ tests

Gifted students are the most heterogeneous
group to study because they can vary the
most on the most variables
(Siswa berbakat adalah kelompok paling
heterogen
ntuk dipelajari karena mereka dapat sangat beragam
pada sebagian besar variabel)

Originate from characteristics of the
individual
Examples in Gifted Students:
Overexcitabilities
Asynchronous Development
Perfectionism
Excessive Self-Criticism
Multipotentiality

Emerge as by products of the interaction of
characteristics of the child with the
environment
Example in Gifted Students:
Desire for academic engagement within a school
environment not accepting of students who are
very serious about learning

Pemecahan masalah baik /
penalaran kemampuan
Kemampuan belajar cepat
Ekstensif kosakata
Excellent memori
Panjang rentang perhatian
Personal sensitivitas
kasihan pd orang lain
Perfeksionisme
Intensitas / hebat/semangat
Kepekaan moral
Keingintahuan yg tdk biasa
ketekunan ketika tertarik
Energi tinggi

Memilih teman yg lbh tua
Berbagai kepentingan
Rasa humor
Awal atau gemar kemampuan
membaca
konsen pd keadilan, kejujuran
Kadang-kadang, penilaian
tampak lebih dari usianya
Kekuatan pengamatan tajam
Imajinasi kuat/semangat
Kreativitas tinggi
Cenderung mempertanyakan
otoritas
Menunjukkan kemampuan
dengan angka
Puzzle baik

Ajukan
pertanyaan yang memiliki
jawaban

Kosa kata
sesuai dengan tahapan
perkembangan belajar)

(Pelajari
kosakata yang tidak sesuai
dengan tahapan perkembangan)

Perfectionism
Isolation
Underachievement
vs. Selective Achievement

Impostor Syndrome
Masking Abilities
Delinquency
Depression
Anxiety
Suicide

Bored and restless with flashes of brilliance or
interest
High quality oral work but poor written work
Poor test results but asks searching questions
Dislike of routine work – often unfinished
Creative interests or hobbies outside school but
not reflected inside school

Disruptive behaviour in some lessons but not in
others where work is challenging
Low self esteem or highly self critical
Hostile to authority and able to articulate this
High Non Verbal CAT score but lower average
NACE Element 5

Potential Strengths:

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5

Gifted Females
Pressure to pursue traditionally female
occupations
▪ Nursing, teaching, etc.

Discouraged from interest in math and science
Receive less feedback and called on less often in
classroom settings
More likely to conceal (menyembunyikan)
intelligence to attract attention of boys

Gifted Males
Pressure to participate in traditionally male
activities
Discouraged from being emotional, sensitive
Must reconcile their own identity with societal
norms concerning gender

Gifted African-American Students
“Acting White”
Nigrescence Theory
▪
▪
▪
▪
▪

Pre-encounter
Encounter
Immersion
Internalization
Commitment

Different Learning Styles
Lack of role models
Lack of peers from similar backgrounds
External pressure

Gifted Hispanic Students
Underrepresented in gifted programs
Assessment tools often culturally biased
Teachers less likely to refer for gifted testing
Mismatch in learning/teaching styles
“Acting White”
Stereotype threat
▪ Any minority group

Highly creative individuals
Psychologically vulnerable
Difficult for schools to meet creative needs
Strong feelings of isolation
Susceptible to mood disorders
More likely to attempt suicide

Gifted/LD Children
“Twice Exceptional”
Giftedness masking LD
Biggest problem is assessment
Success found in programs that emphasize talents
and development of compensatory skills;
students tend to behave more like gifted students
and focus less on disability

Gifted/ADHD Children
Strong overlap with “high creativity”
Misidentification/Lack of identification
▪ Both as gifted and as ADHD

ADHD medication may temper creativity
Peer Rejection
Family/School Stress

Specific Talents
Musician, athlete, actor, science, math, etc.
Parental/guardian support is crucial
Extracurricular involvement to permit talents to
develop
▪ Summer programs, speech/debate, model gov’t, etc.

Offer role models