Comprehensive Guidance and Counseling for Gifted Children

Model of Academic Achievement of “Dark Horse”

Yuyus Suherman

Universitas Pendidikan Indonesia, Bandung, Indonesia

yuyus@upi.edu

Keywords: Model, Achievement, Gifted Children Underachiever.

Abstract: This research aims to test the effectiveness of comprehensive guidance and counselling (the model) on

improving academic achievement of gifted children "underachiever" is also known as "dark horse". This

research uses quasi-experimental design. The experiment condition focused on implementation model by

counsellors and through integrated guidance and counselling by the teacher, parent and community.

Participants consisted of 15 gifted children at a pioneer "5-year primary school" pioneering inclusive

education in Indonesia. The statistical analysis used Wilcoxon Signed Ranks Test, with a one-sided test. The

result showed that the implementation of the model does not significantly impact the academic achievement

of gifted children. We also found that even though the score is getting down, the quality is still increasing

that is not readable by the statistics, but the individual analysis shows that this model has a tangible impact.

The tangible impact is shown in the improvement of the categories i.e. From ‘mildly gifted’ to ‘moderately

gifted’, ‘moderately gifted’ to ‘profoundly gifted’, even from ‘mildly gifted’ to ‘profoundly gifted’. This

finding is an essential evaluation of the policy to implement acceleration program, and the basic

development of guiding and counselling on gifted children program. In conclusion, individually this model

proved to have an effect to optimize the academic potential of gifted children "underachiever". The

implications of gifted children should be confronted with appropriate activities. The role of parents and

society needs to be optimally organized. By utilizing the existing momentum. As in the beginning, mid and

end of the semester, as well as extracurricular activities. Momentum can be used as a media sharing

experience between school, family, and community.

1 INTRODUCTION

Comprehensive guidance and counselling model of

gifted children (the model), is the way of thinking of

the concept as an approach to understanding the

reality. Important aspects that form the basis of

development is the challenge of pedagogy for gifted

children (Mansfield, 2015) and individualized

learner (Lewis and Norwich, 2005; Rojewski et al.,

2015; Vitelli, 2015), and the interrelationship task of

the teacher and counsellor (Atan, 2013). Pedagogy

challenge is how to deal with diversity and equity

context (Lang and Evans, 2016). From the

perspective of diversity, educational yet to

appreciate diversity, while the equity aspect,

education is not targeted for all. Linkage task of the

teacher and counsellor, deals with the task of

developing the whole child as a common task;

teachers, counsellors, parents, and the community.

In the context of quality education, the model

functions require the attention of teachers and

learning function subject areas need counsellor’s

attention. (Korir and Kipkemboi, 2014; Cross et al.,

2014; Bharaj, 2016).

The Model development, aims to facilitate the

application of innovation with empirical

considerations, which can reveal the picture of the

function, purpose, process, and action-oriented

effective deployment (Mapfumo and Nkoma, 2013;

Manyowa and Ncube, 2013). The Model

development aims to provide an alternative for

stakeholders (Frederickson and Cline, 2009; Oswald

and de Villiers, 2013) to achieve the optimum

development of the students, through guidance and

counselling’s independence and learning to educate

(Kartadinata, 2011), a tribute to the uniqueness of

the individual and the belief that everyone can learn

anything if they are left to do it with a unique style

(Dryden and Vos, 2004; Turki, 2014; Gilmour,

2015).

374

Suherman, Y.

Comprehensive Guidance and Counseling for Gifted Children - Model of Academic Achievement of “Dark Horse”.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 2, pages 374-380

ISBN: 978-989-758-314-8

Conceptually, The Model aims to promote

success academically gifted children through the

optimization of the role of parents, teachers, and

community including peer counsellor with the

position as the leader (State of Iowa Department of

Education, 2001; Ganiron, 2013). Operationally, the

model was designed and implemented with the

support of the leadership of the school to serve the

needs of gifted children, by promoting effective

learning, through partnerships of school, home, and

community (Coleman, 2014) in what is called

Padersen (Kartadinata, 2011) as an inclusive culture.

The model is implemented independently through

self-development by counsellors and through

integrated guidance and counselling by teacher,

parent and community as in consultation form, mini-

seminar, workshop and independent study through

media activity report, counsellor manual, teacher

guide, parenting guide, community guide and my

independent study for gifted children.

Sisk (1987) proposed a modification of its

manifestations through the lessons, and program

diversification. Sternberg and Davidson (2005)

states that gifted children thrive in extreme

conditions, stress (Foley-Nicpon et al., 2012; Abu-

Hamour and Al-Hmouz, 2013) and the structure of

diverse giftedness (Milgram, 1991), so that the

orientation of the model cannot be separated from

the context of such diversity. "Milgram: structure of

giftedness" depicted in four categories, two

categories related to aspects of intelligence and two

categories with aspects of original thinking, as well

as four levels of ability. Through an understanding

of giftedness and settings that influence, counsellors,

teachers, parents, and community, can play a role in

the implementation of " the Model". This led to the

need to adapt and model strategies. Thus, the

effectiveness of the model is to increase the

academic achievement of gifted children in full day

elementary school, becomes interesting to be

studied.

Gifted children are unique. In the context of

academic achievement, the uniqueness is shown by

the absence of gifted children who excel in all

aspects. Despite having a score above the average

class and above the highest average score, but in

certain subjects the score is below the average, even

below the lowest average score. The concept of

giftedness continues to grow dynamically, thus

impacting the definition of gifted children. The

definition gives direction to the method of

identification and practice of education. Hallahan et

al. (2006) suggested variations in definition due to

different views expressed in the question; (1) in

what way gifted children are very superior; (2) how

giftedness is measured, to where the child should be

so superior to be considered gifted; And (3) who is

the comparison group.

Giftedness includes both actual and potential

ability dimensions. Gray-Fow (2012) states talent as

specific, gifted as global. Academics believe

giftedness is inherent in all populations, including in

persons with disabilities (Silverman, 1988). Dole

(2000) reported in a school that 66% of children

were identified gifted as well as learning disabilities.

Because IQ is high, they do not qualify for children

with learning disabilities programs, and because

their low-test scores do not qualify for gifted

children programs. The existence of prolonged

polemics and sporadic educational practices shows

that there is no consensus on who and how gifted

children are educated. The gifted children's

profession is important to understand and to be

found to be known for their particular needs. This

particular need context underlies the assessment, and

based on the diversification program assessment

developed for gifted children to develop fully and

potentially develop optimally.

The presence of prolonged polemics and

sporadic educational practices shows that there is no

consensus on who and how gifted children are

educated. The profile of gifted children is important

to be understood and found to be known for their

particular needs. This particular need context

underlies the assessment, and based on a

diversification of comprehensive guidance and

counselling programs. Schools should focus on

acceleration for all children, through an approach

previously intended for gifted children. Acceleration

allows children to move at a level where they feel

comfortable. While Schiever (1991) asserted

acceleration should be based on high standards,

where children engage in active learning,

participatory, and understand important ideas.

Finally, gifted children's education will be of little

value unless directed to adult skills that enrich the

community (Heller et al., 2000).

Comprehensive guidance and counselling

research recommends that this model be effective

and able to improve school counselling and

counselling. This model has eligibility applied at all

levels of education (Kartadinata, 2011). Although

expectations are different, they are important, as

they relate to the context of the unity of education.

Thus ideally, counsellors serve as leaders in the

context of promoting success for all children,

including gifted underachiever children who have

been neglected, by synergizing the potential of

Comprehensive Guidance and Counseling for Gifted Children - Model of Academic Achievement of “Dark Horse”

375

schools, homes and communities (State of IOWA

Department of Education, 2001).

This study will be a reference to the need of how,

the developed Model is tested quantitatively by

revealing its impact on academic achievement. The

target, knowing the impact of the model on the

academic achievement of each respondent by

comparing the average initial academic achievement

score with the end (post-treatment model). Prior to

that, the data of both variables were described

profiles using the view of Milgram (1991) which

divided gift categories into three levels, namely

profoundly gifted, moderately gifted and mildly

gifted. These three levels of categorization are

categorized by looking at the composition of the

average scores of individual and group acquisitions.

Includes the individual earning score of the lesson

gems.

This model was developed based on the unique

profile of gifted children, applicability model linked

to the leadership support of the principal, the active

role of counsellor and teacher in building synergy

with parents and community. The key aspects are

assessment and counsellor’s role as a leader in the

context of "promote succes4 all", and the effort to

develop program diversification by counsellors.

While the essence of the effectiveness of the model

is in the change at the individual level. This is

reinforced by the testimony of parents, teachers, and

children, regarding the meaning of the model of

academic achievement. Thus, the results of this

study can encourage teachers' commitment to

providing the best learning for all children,

encourage motivation to meet the needs of all

children and believe that all children can be

challenged to learn.

2 METHODS

This research uses a descriptive method by quasi-

experimental design. The impact analysis of the

Model was conducted to determine the effectiveness

of the Model of the gifted child's academic

achievement. The research was conducted in "full

day-5 years old school” which became an example

of inclusive education in Bandung-Indonesia. Data is

collected from relevant sources. Preliminary data are

taken from the academic achievement achieved

during the fourth grade, on Islamic religious, civic

education, Indonesian language, mathematics,

natural science, social sciences, art and culture,

physical education and sport, Sundanese, English,

information and communication technology, and

Arabic language. The Post-test data is derived from

the academic achievement of gifted children at the

end of the odd semester of class V, including its

portfolio data.

Research is done in this school, as it suits the

research needs. The full-day elementary school is

unique and is a pilot school of inclusive education,

which develops integrated guidance and counselling

and accelerated learning in inclusion settings, in line

with the context of comprehensive guidance and

counselling and the educational essence of gifted

children. With the 5-year primary school

equivalency assessment and with the vision of

building a quality school climate for the success of

all children through integrated school, home and

community partnerships in smart and leading school

systems, as well as the mission of facilitating all

children incompetence in academic, personal, and

career. Based on ethical living order, this is very

different from 6 years old Primary School.

The process of data collecting is done according

to the data source and the type of data required.

Taking it from class V because of the consideration

that grade V in full-day elementary School is the

highest-grade equivalent to grade 6 in regular

elementary school. The highest grade is in

accordance with the needs of research data related to

success indicators. Preliminary data are taken from

the academic achievement achieved during the

fourth grade (final semester), on Islamic religious

education lessons, civic education, Indonesian

language, mathematics, natural science, social

sciences, art and culture, physical education and

sport, Sundanese, English, information and

communication technology, and Arabic language.

The Post-test data is derived from the academic

achievement of gifted children at the end of the odd

semester of class V, including its portfolio data.

Gifted children who were sampled according to

purposive sampling method were 15 children from

class V, 5 years primary full day-inclusive school.

Consideration; (1) The 15 gifted children were in

accordance with the results of identification through

non-traditional approaches through teacher

nomination, peer nomination, self-nomination

(Clark, 1983), including parental information and

academic achievements as well as a review of the

perspective "Milgram: structure of the giftedness

model" (1991), with a prediction of 20-25 percent

Munandar (1992) of the class V population and

passing the nomination. (2) the adoption of class V

because grade in full day-inclusive, 5-year primary

school is the highest-grade equivalent to grade 6 in

other elementary schools. This high class is also in

ICES 2017 - 1st International Conference on Educational Sciences

376

accordance with the needs of research data related to

success indicators. Furthermore, the 15 participants

were described in the profile based on Milgram's

point of view, namely profoundly gifted, moderately

gifted and mildly gifted. Three levels of giftedness

are categorized by looking at the composition of the

average score of individual and group acquisition.

Includes individual score of learning gems with

criteria; Average profoundly gifted, moderately

gifted, and mildly gifted scores.

Table 1: The research respondents.

Respondents Age Sex Note regarding the respondents

Academic Teacher

Nomination

Peer

Nomination

Self-

Nomination

Level

ANRH 11 P 90,8 159 17 17 Moderately Gifte

MZB 11 L 90,0 156 40 40 Moderately Gifte

MAGD 11 L 89,7 155 37 37 Moderatel

Gifte

MTFM 11 L 87,1 150 5,5 55 Moderatel

Gifte

MP 11 P 85,5 140 5 5 Mildl

Gifte

MNRF 11 L 93,8 159 42,5 42 Profoundly Gifte

FZZ 11 L 90,3 148 5 5 Moderately Gifte

MHS 11 P 90,3 140 17,5 17,5 Moderatel

Gifte

WRW 11 L 90,2 130 35 35 Moderatel

Gifte

DAPA 11 P 85,3 134 5 5 Mildl

Gifte

AGM 11 P 91,1 135 17 17,5 Moderately Gifte

RAY 11 L 88,6 122 7,5 5 Moderately Gifte

YPZM 11 P 90,8 147 40 40 Moderately Gifte

RA 11 L 87,3 151 5 5 Moderatel

Gifte

MZ 11 L 84,9 114 5 5 Mildl

Gifte

The case consisted of 15 respondents (less than

30) free distribution, so the non-parametric test was

used with two dependent samples, so the non-

parametric test of two samples was used

(dependent). See table 1. Statistical analysis using

the Wilcoxon Signed Ranks Test. By Ho: the median

disparate population is equal to or greater than zero,

the Model does not have a significant impact on

academic achievement. Hi: the median disparate

population is less than zero, or the Model has a

significant impact on the development of academic

achievement. Tests using one-tailed test, since you

are looking for the academic achievement of the

respondents have been developed or not. Not test the

"achievement differed or not". Decision-making: If

the probability> 0.05 then Ho is accepted. If the

probability <0.05 then Ho is rejected. Statistical test

using SPSS ver.11.

3 RESULTS AND DISCUSSION

Academic achievement of gifted children in

Sundanese language full day-5 years primary

School who were used as research subjects is quite

unique. Several subjects were tested: Islamic

religion, civics, Indonesian language, sains, art and

culture, physical education and sport, Sundanese

language and Arabic, which are corresponding to

Islamic religion, civics, Indonesian language,

science, art, Sundanese language, and Arabic,

respectively. Judging from the average development

of the academic achievement of gifted children post-

implementation model, in every material covers 12

subjects, described as follows: Math, Social Studies,

PJOK, English and information and communication

technology is not progressing (p> 0.05). Islamic

religion, Civics, Indonesian language, art and

culture, physical education and sport, Sundanese

language, and Arabic are progressing (p <0.05).

Conclusion: Ho is rejected for most subjects. This

means that models have a real impact on the

development of academic achievement, particularly

in Islamic religion, Civics, Indonesian language,

science, art and culture, physical education and

sport, Sundanese language and Arabic.

Although the statistical test concluded models do

not effectively improve the academic achievement

of gifted children, but not necessarily be interpreted

so, because although the post scores are down, the

quality is increased. This is not readable by the

average statistics. Analysis of individual, is clearly

showing the impact of existing models. This is

proven by changes the mildly gifted to moderately

gifted, some even rising to the level of profoundly

gifted. Facts of moderate and profound levels have

not changed, it can be interpreted as an indicator of

the impact model. Changes in academic achievement

of gifted children in full-day elementary school

individually described as the following:

Comprehensive Guidance and Counseling for Gifted Children - Model of Academic Achievement of “Dark Horse”

377

The achievement of ANRH, Civics, Indonesian

language Mathematics and Social Studies 0.3 points

down, but Islamic religion, sains, art and culture,

physical education and sport, English and Arabic 1.4

point increase. Meanwhile, art and culture, physical

education and sport, Sundanese, and TI remain. The

increase is small, but it changes mildly gifted into

moderately gifted and moderately gifted becomes

profoundly gifted. "Analysis by subject shows

various levels. The rise and decline of small,

therefore the level is fixed. Islamic religion, Civics,

Math, Social Studies, art and culture, physical

education and sport, Sundanese, TI, and Arabic

fixed. Except, art and culture, physical education

and sport, English up from moderately gifted to

profoundly gifted. Quantitatively down, but

qualitatively significant achievement ANRH

increased.

Overview changes to the academic achievement

of the other 14 cases are described below:

Achievements MZB rose 2.5 points. The increase

was moderately gifted change becomes profoundly

gifted. Per-subject analysis shows the level fixed,

except PJOK transform mildly gifted into a

moderately gifted, Sundanese and English change

moderately gifted become profoundly gifted.

Qualitatively achievement means MZB increased.

Achievement of MAGD went down 0.3 point. A

small drop, so that the level remains. Achievement

of MTFM went down 0.4 point, Civics and English

fixed. Analysis by subject shows levels remain,

except sains that transformed mildly gifted into a

moderately gifted.

Achievement MP rose 1.3 point, raise mildly

gifted to moderately gifted level. Analysis showed

levels per subject remained, except for Islamic

religion and English change mildly gifted to be

moderately gifted and moderately gifted to be

profoundly gifted. Qualitatively significant

achievement MP increased. Achievement of MRNF

went down 1,6 point. Analysis per subject shows

that MRNF level fixed, except Indonesia language

that changes moderately gifted to be profoundly

gifted.

Achievement FZZ went down 0.4 point. Analysis

showed levels per subject remained, except Arabic,

it changed moderately gifted to be profoundly gifted.

Achievement of MHS rose 2.5 points. It changed

moderately gifted become profoundly gifted.

Analysis showed levels per subject remained, except

for Islamic religion, Math, science, social studies,

and art and culture, physical education and sport,

mildly gifted change into moderately gifted, mildly

gifted become profoundly gifted and moderately

gifted become profoundly gifted. Qualitatively

achievement means MHS increased. Achievement of

WRW fell 0.6 point, per subject analysis shows the

level fixed, except science moderately change

moderately gifted into profoundly gifted.

Achievement of DAPA rose 1.7 points. It

transformed mildly gifted into moderately gifted.

Analysis showed levels per subject remained, except

for science, social studies transformed mildly gifted

into a moderately gifted and Sundanese changed

moderately gifted into profoundly gifted.

Qualitatively, DAPA had a quite meaningful

increase. Achievement of AGM rose 0.7 points, to

profoundly change the moderately gifted into

profoundly gifted. Analysis by subject shows levels

"remain, except Math and English transform mildly

gifted into moderately gifted and moderately gifted

become profoundly gifted. In qualitative

achievements, AGM had meaningful increase.

Achievement of RAY fell 1.8 point. Analysis

showed levels per subject remained, except for art

and culture, physical education and sport and Arabic

that transform mildly gifted into a moderately gifted.

Qualitatively, RAY successfully defended his

performance. Achievement of YPZM rose 0.4 point.

It changed moderately gifted become profoundly

gifted. Analysis showed levels per subject remained,

except for science, social studies and art and culture,

physical education and sport transform mildly gifted

into moderately gifted and moderately gifted

become profoundly gifted.

Achievement RA point.Analisis down 0.7 per

subjects showed the level fixed, except Indonesia

language transform into a moderately gifted mildly

gifted. In qualitative RA successfully defended his

performance. Achievement MZ rose 1.8 point,

change becomes moderately gifted mildly gifted.

Analysis showed levels per subject remained, except

for Islamic religious education, Social Study, art and

culture, physical education and sport and Arabic

change into a moderately gifted mildly and

moderately gifted become profoundly gifted.

Qualitatively achievement means MZ increase. This

significant increase is interpreted as the impact of

the implementation of the model.

Essential effectiveness is there on the impact of

the Model, namely success4 all, both in academic

and personal development. There are two important

aspects in defining the effectiveness of the model,

first; related to the effective indicator itself, two; of

how the quality of the implementation process

model in order to reach an effective indicator. The

model requires partnerships to realize the family and

society, as well as an inclusive culture that is

ICES 2017 - 1st International Conference on Educational Sciences

378

realized in service that facilitates all children with

the diversification program. Dryden and Vos (2004)

believes all man in all ages can learn anything if

they are allowed to do so with a unique style.

Whitmore (Milgram, 1991) suggested gifted

underachievement; unmotivated perform the task,

has never been challenged and rewarded. There is a

discrepancy between school programs and learning

styles of children. Counselors assist gifted children,

teachers, and parents to understand the suitability of

learning (Dunn, 1987 in Milgram, 1991). Success in

school is facilitated, if the parents support their

children at home (Milgram, 1991; Mackey, 2014;

Thomas et al., 2015).

Learning emphasizes the internalization of what

is done so embedded and functioning as a charge

conscience and practiced in student life. Effective

learning emphasizes on how children learn in their

own way. Through the creativity of teachers,

learning becomes fun. Some gifted children have

low achievement motivation, easily discouraged and

unsure as to his ability, so it tends underachieving.

Motivation deals with why people behave as they

appear. Two important dimensions are activity and

direction. Firstly, children are motivated and do

something. Secondly, if the children are motivated,

their behaviors become focused on what is in the

heading.

Students of full-day elementary School are

important period in achievement motivation and

social motivation. This condition requires children to

take a new role that involves greater responsibility.

The relationship of children and parents, peers,

teachers, the community, can influence achievement.

Santrock (2007) states that school with high

academic expectations and standards, as well as

emotional support, make the children are motivated

to excel. As a leader, counselor becomes the main

point in the control model, such as how to practice in

partnership with experts, in coordination with

teachers, parents and the community. Efforts to put

counselor as a leader is the core of the idea that the

counselor is a leader in the context promotes success

for all students. It is done by encouraging the

practice of child-centered learning and effective

teaching, through a partnership of school, family,

and society which took place in a neighborhood

called Padersen (Kartadinata, 2011) as an inclusive

culture.

4 CONCLUSIONS

Individually, the model is proved to give effect to

optimize the academic potential of gifted children,

especially for gifted children "underachiever" This is

evidenced by the change from mildly gifted to

moderately gifted, and from moderately gifted to

profoundly gifted, even from the aspect of a subject,

there are some that have gone from mildly gifted to

profoundly gifted level. It is strengthened by the

testimony of parents and teachers and the children

themselves with regard to the meaning of the Model.

Thus gifted children should be exposed to a variety

of activities in the appropriate fields. In the

framework of cooperation, the teacher should give

parents information about the progress of their

children, and the parents gave information about the

situation at home. The role of parents and the

community need to be optimally organized.

Potentially, full-day elementary school has a

potential resource of parents and communities are

valuable in supporting success for all. Judging from

the momentum, has been available as at the

beginning of the new school year, when a progress

report studies the middle and end of the semester,

and the momentum of extracurricular and religious

celebrations that peak is farewell. Momentum can be

utilized as a medium for sharing experiences of

schools, families and communities can contributes to

the realization of giftedness with more effective

parenting, mentoring and counseling and education.

ACKNOWLEDGEMENTS

Authors acknowledge “Program Hibah Disertasi

Doktor” from RISTEK DIKTI.

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