Keterujaan Luar Biasa dan Implikasinya Terhadap Pelajar Pintar dan Berbakat di Malaysia
Overexcitabilities and Its Implications to Gifted and Talented Students in Malaysia
DOI:
https://doi.org/10.33102/abqari.vol20no2.218Keywords:
Pintar dan berbakat, sosioemosi, keterujaan luar biasaAbstract
Overexcitabilities is a special trait in gifted and talented students but is rarely known to the general public. This overexcitabilities is one of the socioemotional issues faced by gifted and talented students. The concept of overexcitedness has come to be known in the field gifted and talented and has a great impact on the self-development and future of the students. A survey was conducted using the Overexcitability Survey (II) instrument to measure the overexcitabilities of these gifted and talented students. Previous researchers agree that the Overexcitability Survey (II) is also suitable to be used in identifying gifted and talented individuals. The Overexcitability Survey (II) has five sub constructs: emotional dimension, imagination, intellectual, psychomotor and sensory. The findings of the study among high school students (n = 40) in gifted and talented schools in Negeri Sembilan showed that gifted and talented students had the highest score for intellectual constructs (mean = 3.54) and followed by sensory (mean = 3.51), imagination (mean = 3.45), emotion (mean = 3.40) and psychomotor (mean = 3.40). This study also goes through the Positive Disintegration Theory by Dabrowski that gifted and talented students are able to excel and strive to overcome their weaknesses in order to succeed if they are able to adapt to the uniqueness of the over excitabilities. The knowledge of this over excitabilities is necessary to help the excellence of gifted and talented students.
ABSTRAK
Keterujaan luar biasa merupakan satu keistimewaan yang ada pada pelajar pintar dan berbakat namun jarang diketahui oleh masyarakat umum. Keterujaan luar biasa ini merupakan salah satu isu sosioemosi yang dihadapi oleh pelajar pintar berbakat. Konsep keterujaan luar biasa ini mula dikenali di dalam bidang pintar dan berbakat dan memberikan impak yang besar dalam perkembangan diri serta masa depan pelajar. Kajian tinjauan telah dilakukan menggunakan instrumen Soal Selidik Keterujan Luar Biasa (II) bagi mengukur keterujaan luar biasa pelajar pintar dan berbakat ini. Pengkaji-pengkaji yang lepas bersetuju bahawa Soal Selidik Keterujan Luar Biasa (II) ini juga sesuai untuk digunakan bagi mengenal pasti individu pintar dan berbakat. Soal Selidik Keterujan Luar Biasa (II) mempunyai lima sub konstruk iaitu dimensi emosi, imaginasi, intelektual, psikomotor dan sensori. Hasil dapatan kajian dalam kalangan pelajar sekolah menengah (n=40) di sekolah pintar dan berbakat di Negeri Sembilan ini menunjukkan pelajar pintar dan berbakat mendapat skor tertinggi yang signifikan bagi sub konstruk intelektual iaitu (min=3.54) dan diikuti sensori (min=3.51), imaginasi (min=3.45), emosi (min=3.40) dan psikomotor (min=3.40). Kajian ini juga melalui Teori Disintegrasi Positif oleh Dabrowski menunjukkan pelajar pintar dan berbakat mampu melonjak cemerlang dan berusaha mengatasi kelemahan diri untuk berjaya jika mereka mampu menyesuaikan diri dengan keunikan keterujaan luar biasa yang dianugerahkan. Pengetahuan tentang keterujaan luar biasa ini perlu bagi membantu kecemerlangan pelajar pintar dan berbakat.
Downloads
References
Abu Yazid Abu Bakar, & Noriah Mohd Ishak. (2014). Depression, anxiety, stress, and adjustments among Malaysian gifted learners: Implication towards school counseling provision. International Education Studies, 7(13). https://doi.org/10.5539/ies.v7n13p6
Abu Yazid Bin Abu Bakar. (2015). Perkhidmatan Bimbingan Kaunseling Pelajar Pintar Dan Berbakat. Jurnal Perkama, 19, 1–17.
Ackerman, C. . (1993). A secondary analysis ofresearch using the overexcitability questionnaire. Texas: Texas A & M University.
Aliza Alias. (2014). Profil keterujaan luar biasa pelajar pintar intelek dan kaitannya dengan keupayaan kognitif. Tesis Phd. Fakulti Pendidikan. Universiti Kebangsaan MalaysiaUniversiti Kebangsaan Malaysia, Bangi.
Amnah Z, Amirah, Nur Fazidah, S. (2017). A Study Between Perfectionism And Thinking Style Among Gifted And Talented Muslim Students In Malaysia. International Journal of Islamic Studies, 6(2), 13–22.
Amnah Zanariah Abd. Razak, Amirah Zainun, N. F. A. & S. M. S. (2016). Kajian tentang Perfectionism Dan Stail Berfikir Pelajar Pintar Berbakat Muslim Di Malaysia. Proceding of 2nd International Convention on Islamic Science & Education.
Amnah Zanariah Abd. Razak, Nik Salida Suhaila Nik Saleh, Amirah Zainun, N. F. A. & F. A. F. (2015). Perfectionism implikasi dan cadngan: Pelajar pintar berbakat di Malaysia. In Internaltional Teaching and learning conference ILEC 2015.
Chang, H. J., & Kuo, C. C. (2013). Overexcitabilities: Empirical studies and application. Learning and Individual Differences, 23(1), 53–63. https://doi.org/10.1016/j.lindif.2012.10.010
Daniels, S & Meckstroth, E. (2009). Nuturing the sensitivity, intensity and development potential of young gifted children. Dlm Daniels, S. & Piechowski, M.M (pnynt). USA: Great Potential Press.
De Bondt, N., & Van Petegem, P. (2017). Emphasis on emotions in student learning: Analyzing relationships between overexcitabilities and the learning approach using Bayesian MIMIC modeling. High Ability Studies. https://doi.org/10.1080/13598139.2017.1292897
Falk, R.F., Lind, S., Miller, N.B., Piechowski, M.M., & Silverman, L. K. (1999). The overexcitability questionnaire –two (OEQ-II): Manual, scoring system, and questionnaire. Denver, CO: Institute for the Study of Advanced Development.
Gagné, F. (2015). Academic talent development programs: a best practices model. Asia Pacific Education Review, 16(2), 281–295. https://doi.org/10.1007/s12564-015-9366-9
Harrison, G. E., & Van Haneghan, J. P. (2011). The gifted and the shadow of the night: Dabrowski’s overexcitabilities and their Correlation to Insomnia, death anxiety, and fear of the unknown. Journal for the Education of the Gifted, 34(4), 669–697. https://doi.org/10.1177/016235321103400407
Henderson, L., & Jarvis, J. (2016). The gifted dimension of the Australian Professional Standards for Teachers: Implications for professional learning. Australian Journal of Teacher Education. https://doi.org/10.14221/ajte.2016v41n8.4
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health. https://doi.org/10.2105/AJPH.2015.302630
Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly. https://doi.org/10.1177/0016986211422098
Karpinski, R. I., Kinase Kolb, A. M., Tetreault, N. A., & Borowski, T. B. (2018). High intelligence: A risk factor for psychological and physiological overexcitabilities. Intelligence, 66(November 2016), 8–23. https://doi.org/10.1016/j.intell.2017.09.001
Kregel, E. A. (2017). Addressing the social , emotional , and academic needs of gifed high school students, (2015).
Lay Yoon Fah, Khoo Chwee Hoon, L. C. M. (2016). Pengenalan kepada analisis data dengan IBM SPSS dalam penyelidikan sosial. Sabah: Penerbit Universiti Malaysia Sabah.
Mendaglio, S., & Tillier, W. (2006). Dabrowski’s Theory of Positive Disintegration and Giftedness: Overexcitability Research Findings. Journal for the Education of the Gifted, 30(1), 68–87. https://doi.org/10.1177/016235320603000104
Mofield, E. L., & Peters, M. P. (2015). The Relationship between Perfectionism and Overexcitabilities in Gifted Adolescents. Journal for the Education of the Gifted, 38(4), 405–427. https://doi.org/10.1177/0162353215607324
Murdock-Smith, J. (2013). Understanding the social and emotional needs of gifted children. Rivier Academic Journal, (August 2016). https://doi.org/10.1016/j.atherosclerosis.2006.12.028
Peebles, J. L., & Mendaglio, S. (2014). The impact of direct experience on preservice teachers self-efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2014.899635
Perrone-McGovern, K. M., Simon-Dack, S. L., Beduna, K. N., Williams, C. C., & Esche, A. M. (2015). Emotions, Cognitions, and Well-Being: The Role of Perfectionism, Emotional Overexcitability, and Emotion Regulation. Journal for the Education of the Gifted. https://doi.org/10.1177/0162353215607326
Perrone, K.M., Ksiazak, T.M., Wright, S.L. & Jackdon, Z. . (2007). Self perfection ofgifted and talents among adult in a longtitudinal study of academicaly talented high school graduates. Roeper Review, 29(4), 259–264.
Rinn, A. N., & Reynolds, M. J. (2012). Overexcitabilities and ADHD in the Gifted: An Examination. Roeper Review, 34(1), 38–45. https://doi.org/10.1080/02783193.2012.627551
Rorlinda, Y., Noriah, M. I., Siti Fatimah Mohd Yassin, Aishah Hassan, & Afifah Mohd Radzi. (2016). Kajian Jatidiri Dan Tekanan Isu Sosio-Emosi Dalam Kalangan Pelajar Pintar Dan Berbakat (a Study of Identity and Socio- Emotional Stress Among Intelligent and Talented Students). Jurnal Psikologi Malaysia, 30(2), 42–60.
Speirs Neumeister, K.L, K.K. & Cross, T. L. (2012). Gifted high school student’s perspectives on the development of perfectionism. Roeper Review, 31(4), 198–206.
Sternberg, R. J. (2017). ACCEL: A New Model for Identifying the Gifted. Roeper Review, 39(3). https://doi.org/10.1080/02783193.2017.1318658
Tsien, J. . (2016). Principles of intelligence: On evolutary logic of the braine. Frontiers in Systems Neuroscience, 9, 1–7.
Versteynen, L. (2013). Issues in the social and emotional adjustment of gifted children: What does the literature say? New Zealand Journal of Gifted Education, 13(1), 1–8.
Winkler, D., & Voight, A. (2016). Giftedness and Overexcitability: Investigating the Relationship Using Meta-Analysis. Gifted Child Quarterly, 60(4), 243–257. https://doi.org/10.1177/0016986216657588
Yassin, S. F. M., Ishak, N. M., Yunus, M. M., & Majid, R. A. (2012). The Identification of Gifted and Talented Students. Procedia - Social and Behavioral Sciences, 55(2005), 585–593. https://doi.org/10.1016/j.sbspro.2012.09.540
Downloads
Published
How to Cite
Issue
Section
License
The copyright of this article will be vested to author(s) and granted the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.
