TASK 4

GUIDANCE OF TALENTED CHILDREN

" IDENTIFY GIFTED CHILDREN"

Lecturer
Puji Gusri Handayani, S.Pd., M.Pd

By:

Muhammad Evryan Syaputra

(22006029)

DEPARTMENT OF GUIDANCE AND COUNSELING

FACULTY OF SCIENCE EDUCATION
UNIVERSITAS NEGERI PADANG
2023
IDENTIFICATION OF TALENTED MINDMAPPING

Contemporary understanding of giftedness has indeed been

so develpoed and the criteria are more multidimensional that
just intelligence.

1.General intellectual abilities, “measurements of general

CHILDREN

intellectual ability are obtained through measuring muscle

strength, motor skills, sensitivity to pain, accuracy in hearing
and vision, differences in memory and others which are all
called “ mental tests.

Identification of gifted chidlren is also not aimed as most

people suspect to categorize the abilties of gifted children.
Colangelo and Davis (1991) underlined that if the goal is to
find gifted children for these two reasons, educational
programs should not exist.
A. Identification of gifted children
Contemporary understanding of giftedness has indeed been so developed and
the criteria are more multidimensional than just intelligence (general, or “g factor”
according to Suparman) as used by Terman. IQ is only one of the criteria for
giftedness. With the expansion of these criteria, the problem of identifyin gifted
children becomes more complicated and requires the use of various techniques and
measuring instruments. Ideally all these criteria should be detected using
techniques and procedures, because according to various studies not all of these
factors are correlated with each other. For example IQ and creativity. Giftedness is
multidimensional, the criteria are not only intelligence, but creativity, leadership,
commitment to tasks, academic achievement, motivation and others.

Tools that can be used to identify gifted children include:

1. General intellectual abilities, “measurements of general intellectual ability

are obtained through measuring muscle strength, motor skills, sensitivity to
pain, accuracy in hearing and vision, differences in memory and others
which are all called “ mental tests”
2. General intelligence test, one of the most important developments in the
development of intelligence measures was the emergence of the wechsler
scale for measuring adult intelligence using test norms for deviant IQ
calculations
3. Group test versus individual test, group tests are more widely used in the
education system, employee services, industry and the military. Group tests
are designed for a specific group, usually group tests provide an answer
sheet and test “keys”. Group tests differ from individual tests in that they
structure items and mostly use multiple choice items
4. Measurement of learning outcomes, this test measures learning outcomes
after following the educational process. This learning outcome test is
different from attitude tests, intelligence tests, learning outcomes tests are
 generally terminal evaluations to determine the individual’s position after
completing a certain exercise or educatoin. The emphasis is mainly on what
individuals can do at that time after getting a certain education. Individual
learning outcomes test is a group test that intends to compare the progress
of learing between individual peers, but here only individual learning
outcomes.

Identifying a student as a gifted child (AB) and not a gifted child (Non-AB) is not
to fulfill the desire of parents to have children with certain labels. This is what Miller
(1981) reminded in his book prisoners of childhood that there is a tendency for
parents of gifted children to use their children’s giftes to fulfill their narcissistic
desires.

Identification of gifted chidlren is also not aimed as most people suspect to

categorize the abilties of gifted children. Colangelo and Davis (1991) underlined that
if the goal is to find gifted children for these two reasons, educational programs
should not exist.

Brandwein (1980) states that identification is a process when we try to realize that
students with abilities, motivation, and creative capabilities that exceed the average of
their peers need differentiated educational services to fulfill their educational progress
optimally. So, by providing educational services that are in accordance with their
rights and personal characteristics, it means helping them to reach the level they can
reach as high as possible
 REFERENCES

Reni Akbar, Hawadi. 2004. Akselerasi. A-Z program percepatan belajar dan anak
berbakat intelektual. Jakarta: PT. Grasindo Anggota Ikapi.
Colangelo, N, Davis, G.A. 1991. Handbook of Gifted Education.