Hambatan Sosial-Emosional Anak Gifted dan Strategi Pendampingan: Sebuah Systematic Literature Review
Article Sidebar
Main Article Content
Abstract
Anak gifted memiliki kemampuan kognitif di atas rata-rata, namun sering disertai dengan hambatan dalam perkembangan sosial-emosional yang memerlukan pendampingan khusus sejak dini. Penelitian ini bertujuan untuk mengkaji secara sistematis temuan-temuan penelitian mengenai hambatan sosial-emosional anak gifted usia dini hingga awal sekolah serta bentuk pendampingan yang dibahas dalam literatur. Metode yang digunakan adalah systematic review dengan mengikuti pedoman PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Pencarian literatur dilakukan melalui Google Scholar dan ERIC terhadap artikel yang dipublikasikan pada rentang tahun 2020–April 2026 sekitar 535 teridentifikasi pada tahap awal. Hasil telaah terhadap dua belas artikel terpilih yang dianalisis secara tematik, ditemukan dua tema utama yang relevan dengan rumusan masalah penelitian,bentuk dan karakteristik hambatan sosial-emosional yang dialami anak gifted pada masa kanak-kanak, dan peran lingkungan, khususnya keluarga dalam kaitannya dengan hambatan sosial-emosional tersebut. Penelitian ini tidak hanya memetakan bentuk hambatan sosial-emosional anak gifted, tetapi juga menyoroti pentingnya keterlibatan keluarga dan lingkungan pendidikan dalam proses identifikasi dini, pendampingan, serta pemberian dukungan sosial-emosional yang sesuai pada anak gifted usia dini, sehingga memberikan kontribusi teoritis dan praktis bagi pengembangan layanan pendidikan dan pengasuhan yang lebih responsif terhadap kebutuhan anak gifted.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
E. Klimecká, “Advantages and Disadvantages of Being ‘Gifted’: Perceptions of the Label by Gifted Pupils,” Res. Pap. Educ., vol. 38, no. 6, hal. 902–923, Nov 2023, doi: 10.1080/02671522.2022.2065523.
I. A. Aziz, “Parental Support for Nurturing Academically Gifted Children,” Solovyov Stud. ISPU, vol. 73, no. 12, 2025, doi: 10.5281/Zenodo.17852128.
D. Papadopoulos, “Parenting the Exceptional Social-Emotional Needs of Gifted and Talented Children: What Do We Know?,” Children, vol. 8, no. 11, hal. 953, Okt 2021, doi: 10.3390/children8110953.
D. Papadopoulos, “Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications,” J. Educ. Gift. Young Sci., vol. 8, no. 1, hal. 305–323, Mar 2020, doi: 10.17478/jegys.666308.
L. E. Damian, O. Negru-Subtirica, E. I. Pop, dan J. Stoeber, “Becoming a perfectionistic adolescent: Perceived parental behaviors involved in developmental trajectories of perfectionism,” Eur. J. Pers., vol. 36, no. 1, hal. 24–46, Jan 2022, doi: 10.1177/08902070211012902.
R. Jawabreh, İ. Danju, dan S. Salha, “Exploring the Characteristics of Gifted Pre-School Children: Teachers’ Perceptions,” Sustainability, vol. 14, no. 5, hal. 2514, Feb 2022, doi: 10.3390/su14052514.
D. Ruf, 5 Levels of Gifted: School Issues and Educational Options. SCB Distributors, 2022. [Daring]. Tersedia pada: https://books.google.co.id/books?id=ffZ6EAAAQBAJ
M. J. Elias, F. Marsili, L. Fullmer, A. Morganti, dan E. Bruno, “The social-emotional competencies of gifted children must be intentionally developed, ideally in inclusive education contexts,” Gift. Educ. Int., vol. 41, no. 1, hal. 57–75, Jan 2025, doi: 10.1177/02614294241300393.
F. Fakhruddiana dan D. Ardiyanti, “Studi Komparatif Sekolah Khusus Anak Gifted/ Berbakat di Indonesia dan di Malaysia,” J. Ris. Psikol., hal. 131–140, Des 2022, doi: 10.29313/jrp.v2i2.1603.
R. Ramayanti, N. A. Rachmawati, Z. Azhar, dan N. H. N. Azman, Langkah demi langkah systematic literature review dan meta-analysis. PT. RajaGrafindo Persada, 2025. [Daring]. Tersedia pada: https://books.google.co.id/books?id=E66aEQAAQBAJ
M. L. Conejeros-Solar et al., “A Systematic Review of Conceptualizations, Early Indicators, and Educational Provisions for Intellectual Precocity,” J. Intell., vol. 12, no. 8, hal. 76, Agu 2024, doi: 10.3390/jintelligence12080076.
M. A. Zanetti, T. Trombetta, L. Rollè, dan C. Marinoni, “Family Functioning and Internalizing and Externalizing Problems in Gifted Children,” Eur. J. Investig. Heal. Psychol. Educ., vol. 14, no. 5, hal. 1171–1181, Apr 2024, doi: 10.3390/ejihpe14050077.
D. Yalim Yaman dan A. Bugay Sökmez, “A case study on social-emotional problems in gifted children,” İlköğretim Online, hal. 1768–1780, Jun 2020, doi: 10.17051/ilkonline.2020.735156.
A. Papandreou, “‘Conforming and Condescending Attitude of Gifted Children in Response to their Social Anxiety and Asynchronous Cognitive and Emotional Development,’” Biomed. J. Sci. Tech. Res., vol. 50, no. 2, Mei 2023, doi: 10.26717/BJSTR.2023.50.007934.
F. B. Şenol, “An Investigation of the Educational Problems of Gifted Children in the Preschool Period According to the Perspectives of Mothers,” Ankara Üniversitesi Eğitim Bilim. Fakültesi Özel Eğitim Derg., vol. 24, no. 1, hal. 159–178, Mar 2023, doi: 10.21565/ozelegitimdergisi.933677.
K. M. Guilbault, G. K. Eckert, dan V. R. Wood, “Unpacking intensities: An exploratory study of parents’ perspectives of overexcitabilities in highly to profoundly gifted children,” J. Gift. Educ. Creat., vol. 12, no. 2, hal. 221–244, 2025, doi: 10.5281/zenodo.17624300.
L. Vaivre-Douret dan S. Hamdioui, “Developmental Trajectory of Depressive Symptoms from Early Childhood through High School in Children and Adolescents with a High Intellectual Potential,” Children, vol. 10, no. 11, hal. 1738, Okt 2023, doi: 10.3390/children10111738.
Ö. Cerezci, H. E. Daglioglu, dan C. Kocak, “The predictive power of motivation on self-regulation skills of gifted preschooler,” J. Gift. Educ. Creat., vol. 9, no. 4, hal. 351–367, 2022, [Daring]. Tersedia pada: https://dergipark.org.tr/en/pub/jgedc/article/1212582
D. Papadopoulos, “Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5–6 Years: A Cross-Sectional Study,” Behav. Sci. (Basel)., vol. 11, no. 7, hal. 93, Jun 2021, doi: 10.3390/bs11070093.
R. Renati, N. S. Bonfiglio, M. Dilda, M. L. Mascia, dan M. P. Penna, “Gifted Children through the Eyes of Their Parents:Talents, Social-Emotional Challenges, and Educational Strategies from Preschool through Middle School,” Children, vol. 10, no. 1, hal. 42, Des 2022, doi: 10.3390/children10010042.
U. Bronfenbrenner dan P. A. Morris, “The Bioecological Model of Human Development,” in Handbook of Developmental Psychology, R. M. Lerner dan W. F. Overton, Ed. John Wiley & Sons, 2020, hal. 793–828. [Daring]. Tersedia pada: https://deiafrica.org/wp-content/uploads/2024/10/Bronfenbrenner-U.-and-P.-Morris-2006-The-Bioecological-Model-of-Human-Development.pdf
A. Bildiren, T. Firat, dan S. Z. Kavruk, “Developmental characteristics of a 0- to 3-year-old gifted child based on video analysis,” Gift. Educ. Int., vol. 39, no. 3, hal. 459–481, Sep 2023, doi: 10.1177/02614294221146623.
D. Papadopoulos, “Effects of a social-emotional learning-based program on self-esteem and self-perception of gifted kindergarten students: A pilot study,” J. Educ. Gift. Young Sci., vol. 8, no. 3, hal. 1275–1290, Sep 2020, doi: 10.17478/jegys.779438.
M. Van Hooijdonk, M. Van Weerdenburg, dan E. H. Kroesbergen, “Collaborating for Gifted Students With Complex Educational Needs,” Psychol. Sch., vol. 62, no. 6, hal. 1691–1703, Jun 2025, doi: 10.1002/pits.23425.