- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Studi Deskriptif di PSGGC Indonesia: Sikap Orang Tua terhadap Pendidikan Inklusi bagi Murid Berbakat
DOI:
https://doi.org/10.31004/obsesi.v10i4.8731Keywords:
murid berbakat, pendidikan inklusi, sikap orang tua , PSGGC IndonesiaAbstract
Sikap orang tua merupakan salah satu faktor yang memengaruhi keberhasilan pendidikan inklusi bagi murid berbakat (gifted), namun kajian mengenai hal tersebut di Indonesia masih terbatas. Penelitian ini bertujuan mengeksplorasi sikap orang tua terhadap pendidikan inklusi bagi murid berbakat di PSGGC Indonesia. Penelitian menggunakan pendekatan kualitatif dengan desain studi deskriptif. Data dikumpulkan melalui wawancara mendalam terhadap enam orang tua murid berbakat yang tergabung dalam PSGGC Indonesia, telah terdiagnosis gifted, dan berdomisili di Yogyakarta, Klaten, serta Solo. Data dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa sikap orang tua mencakup aspek kognitif, afektif, dan konatif. Orang tua memiliki pemahaman mengenai karakteristik murid berbakat dan pendidikan inklusi, menunjukkan keyakinan dan harapan positif meskipun masih memiliki kekhawatiran terhadap kualitas implementasinya, serta terlibat aktif dalam pembelajaran, sosialisasi inklusif, dan komunikasi dengan sekolah. Sikap tersebut dipengaruhi oleh pengalaman dan pengetahuan orang tua, dukungan komunitas, serta sikap guru. Temuan ini menunjukkan bahwa sikap positif orang tua berkembang melalui pengalaman dan kolaborasi dengan lingkungan pendidikan yang mendukung sebagai fondasi implementasi pendidikan inklusi yang responsif terhadap kebutuhan murid berbakat.
Downloads
Download data is not yet available.
References
Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/https://doi.org/10.1016/0749-5978(91)90020-T
Ajzen, I. (2002). Perceived behavioral control, self‐efficacy, locus of control, and the theory of planned behavior. Journal of Applied Social Psychology, 32(4), 665–683. https://doi.org/https://doi.org/10.1111/j.1559-1816.2002.tb00236.x
Akar, İ. (2021). Competencies for a classroom teacher to support gifted students in the regular classroom: A qualitative research. Kastamonu Education Journal, 29(2), 460–479. https://doi.org/https://doi.org/10.24106/kefdergi.813339
Baccassino, F., & Pinnelli, S. (2023). Giftedness and gifted education: A systematic literature review. Frontiers in Education, 7, Article 1073007. https://doi.org/10.3389/feduc.2022.1073007
Bandura, A., & Wessels, S. (1997) . Self-efficacy (Vol. 10). Cambridge University Press Cambridge.
Blue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167–184. https://doi.org/https://doi.org/10.1177/001440290407000203
Bronfenbrenner, U.(1979) . The Ecology of Human Development. Harvard University Press.
Callahan, C. M., & Hertberg-Davis, H. L. (2018). Fundamentals of gifted education: Considering multiple perspectives (Second edition.). Routledge.
Clark, B. (2013). Growing up gifted: Developing the potential of children at school and at home (8th ed). Pearson/Allyn and Bacon Publishers.
Cook, L., & Friend, M.(2010) . The State of the Art of Collaboration on Behalf of Students With Disabilities. Journal of Educational and Psychological Consultation, 20, 1–8. https://doi.org/10.1080/10474410903535398
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design (Fourth edition). SAGE.
Eagly, A. H., & Chaiken, S.(1993) . The psychology of attitudes. Harcourt brace Jovanovich college publishers.
Epstein, J. L. (2018). School, Family, and Community Partnerships (2nd Edition). Routledge. https://doi.org/https://doi.org/10.4324/9780429494673
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. JSTOR.
Forlin, C. (2018). Inclusive education policy implementation (pp. 1–15). https://rcepunesco.ae/en/KnowledgeCorner/WorkingPapers/WorkingPapers/Inclusive%20Education%20Policy%20Dialogue%20-%20The%20inclusive%20education%20policy%20conundrum%20A%20realism%20for%20enabling%20sustainab.pdf
Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15, 119–147. https://doi.org/10.1080/1359813042000314682
Garn, A. C., Matthews, M. S., & Jolly, J. L. (2012). Parents’ role in the academic motivation of students with gifts and talents. Psychology in the Schools, 49(7), 656–667. https://doi.org/https://doi.org/10.1002/pits.21626
Hockett, J. A. (2009). Curriculum for highly able learners that conforms to general education and gifted education quality indicators. Journal for the Education of the Gifted, 32(3), 394–440. https://doi.org/https://doi.org/10.4219/jeg-2009-857
Hornstra, L., Mathijssen, A. C. S., Denissen, J. J. A., & Bakx, A. (2023). Academic motivation of intellectually gifted students and their classmates in regular primary school classes: A multidimensional, longitudinal, person- and variable-centered approach. Learning and Individual Differences, 107, Article 102345. https://doi.org/10.1016/j.lindif.2023.102345
Hornby, G. (2015). Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42(3), 234–256. https://doi.org/https://doi.org/10.1111/1467-8578.12101
Hornby, G., & Lafaele, R. (2023). Barriers to parental involvement in education: An explanatory model. In Mapping the field (pp. 121–136). Routledge.
Indonesia, U.-U. R. (2003). Sistem pendidikan nasional. Jakarta: Direktorat Pendidikan Menengah Umum, 8.
Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706–742. https://doi.org/https://doi.org/10.1177/0042085912445643
Mavi̇, D., Ayyildiz, P., & Özdemi̇R, M. (2022). A Glance Through The Parental Lens: Equity In The Education Of Gifted Children. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 23(3), 1555–1577. https://doi.org/10.17679/inuefd.1068432
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation (4th Edition). John Wiley & Sons, Ltd.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Edition 3). Sage.
Neihart, M. (2002). Risk and resilience in gifted children: A conceptual framework. The Social and Emotional Development of Gifted Children: What Do We Know, 113–122. https://doi.org/https://scholar.google.com/scholar?cluster=17188668103269003220&hl=en&oi=scholarr
Neihart, M. (2021). The social and emotional development of gifted children: What do we know? Routledge.Nicholas, M., Skourdoumbis, A., & Bradbury, O. (2024). Meeting the needs and potentials of high-ability, high-performing, and gifted students via differentiation. Gifted Child Quarterly, 68(2), 154–172. https://doi.org/10.1177/00169862231222225
Pfeiffer, S. I. (2015). Essentials of gifted assessment. John Wiley & Sons.
Renzulli, J. (1977). The Enrichment Triad Model: A Guide for Developing Defensible Programs for the Gifted and Talented. Gifted Child Quarterly - GIFTED CHILD QUART, 21, 227–233. https://doi.org/10.1177/001698627702100216
Renzulli, J. (2014). The schoolwide enrichment model: A comprehensive plan for the development of talents and giftedness. Revista Educação Especial, 27. https://doi.org/10.5902/1984686X14285
Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56(3), 150–159. https://doi.org/https://doi.org/10.1177/0016986212444901
Ritchie, S. (2013). Giftedness 101, L.K. Silverman. Springer Publishing Company, New York, NY (2013), ((pbk) xiv, 292 pp.), ISBN: 978-0-8261-0797-8. Intelligence, 41, 275–276. https://doi.org/10.1016/j.intell.2013.04.002
Robinson, A. (2007). Best practices in gifted education: An evidence based guide.
Rosenberg, M. J., Hovland, C. I., Abelson, R. P., & Brehm, J. W. (1960). Attitude organization and change: An analysis of consistency among attitude components.
Slee, R., & Tomlinson, S. (2018). Inclusive education isn’t dead, it just smells funny. Routledge.
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science. Psychological Science in the Public Interest, 12(1), 3–54. https://doi.org/10.1177/1529100611418056
Suseno, A., Taslim, P. L., & Wahab, R. (2024). Parent’s Perspectives: Collaborative Practice in Academic Services for Gifted Children. Jurnal Unik: Pendidikan Luar Biasa, 9(2), 56–62. https://doi.org/https://dx.doi.org/10.30870/unik.v9i2.27873
Suseno, A., & Wahab, R. (2023). A Systemic Literature Review: Educational Programming Models For Gifted Students in Indonesia. JPK (Jurnal Pendidikan Khusus), 19(1), 20–28. https://doi.org/10.21831/jpk.v19i1.61914
Taslim, P. L., & Jabar, C. (2019). Evaluation of acceleration program termination for gifted children learning needs. 114–119. https://doi.org/https://doi.org/10.2991/icsie-18.2019.22
Tomlinson, C. A. (2014). The Differentiated Classroom. ASCD.
Tsai, D.-M. (2007). Differentiating Curriculum for Gifted Students by Providing Accelerated Options. Gifted Education International, 23(1), 88–97. https://doi.org/10.1177/026142940702300111
UNESCO. (2009). Policy guidelines on inclusion in education. https://unesdoc.unesco.org/ark:/48223/pf0000177849
VanTassel-Baska, J. (2021). Talent Development in Gifted Education: Theory, Research, and Practice (1st ed.). Routledge. https://doi.org/10.4324/9781003024156
VanTassel-Baska, J., & Little, C. A. (2023). Content-based curriculum for advanced learners. Taylor & Francis.
Wahab, R., Suseno, A., Pamungkas, B., Darojat, A. A., Wirawan, P. R., Diniarti, G., Alfi, M. H., & Sujana, I. T. (2026). School Readiness for Developing Gifted Curriculum Model in Inclusive Schools. Jurnal UNIK: Pendidikan Luar Biasa, 11(1), 51–66. https://doi.org/https://dx.doi.org/10.30870/unik.v11i1.39091
Winner, E. (1996). Gifted children (Vol. 1). New York: Basic Books.
Yin, R. K. (2018). Case study research and applications: Design and methods (Sixth edition). SAGE.
Downloads
Published
21-08-2026
How to Cite
Kusumadewi, M. S., Taslim, P. L., Alfi, M. H., & Suseno, A. (2026). Studi Deskriptif di PSGGC Indonesia: Sikap Orang Tua terhadap Pendidikan Inklusi bagi Murid Berbakat. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 10(4), 2610–2624. https://doi.org/10.31004/obsesi.v10i4.8731
Issue
Section
Articles
License
Copyright (c) 2026 Martha Sonya Kusumadewi, Patricia Lestari Taslim, Mar'atu Husnia Alfi, Adi Suseno (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
