“Enrichment” Learning Model to Identify the Talented Preschoolers

based on Renzulli Approach

Nurlaeli Fitriah and Afif Auliya Nurani

Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia

Keywords: Preschooler, Talented Children, Preschooler, Enrichment Learning Model, Renzulli Approach.

Abstract: This paper was written based on a literature review of previous research on the Enrichment learning model

based on the Renzulli approach and an overview of its application to preschoolers (3-6 years). The aim of this

study is to bring the new ideas for early childhood education’s teacher and the readers to seek identification

of talented children in preschool age. It is important because many childern with special needed in Indonesia

that still not getting the propotional education yet in their school. Findings from the results of this literature

study are the relevance of “Enrichment” learning model with Renzulli approach of various learning methods

for preschool children such as storytelling, drawing, playing and so on.

1 INTRODUCTION

Preschool is defined as children aged 3-6 years.

According to Davies, preschool is different from

infancy and toddler, a major transition period in the

development of a child. furthermore, preschoolers

live to play, especially playing fantasy and

dramatization with their peers (Halimah, 2016).

Imaginative play becomes an important vehicle for

understanding the world around it, developing

various abilities and skills, as well as a place to

explore. For this reason, the role of the teacher is very

important in creating a learning environment that is

consistent with development and encourages

children's curiosity.

Learning activities at non-inclusive schools in

early childhood education often have problems

dealing with special needs preschooler. This is

because the teacher does not realize that his students

who look normal need special handling in their

education and care. Teachers are very instrumental in

helping the development of students to realize their

life goals optimally (Mulyasa, 2010). Interests,

talents, and abilities that are in accordance with the

potential possessed by students will not develop

optimally without the help of teachers. However, the

problem is that teachers often find it difficult to

identify early childhood talents because they have

unique characteristics. That character makes the

teacher cannot understand what they want or their

needed. As a result, talented children often received

underachiever status in their class because there was

a gap between the achievements obtained based on

the assessment of certain works with their potential.

The concept of talented childern shows a

development from a "uni-dimensional" approach to a

"multi-dimensional". Approach in Indonesia, the way

to identify talented children usually uses a multi-

dimensional approach. Talented children are those

who are identified as children who are able to achieve

high achievement because they have superior abilities

(Davis, 2012). Another definition, talented children

are those who are identified by professionals as

children who can achieve high performance because

they have superior abilities. These children need

differentiated education programs and services

beyond the reach of the regular school program to

develop according to their achievements.

The problem of identifying talented children

includes two things, there are know the characteristics

of talented children (nature, attitude, interests, their

habits, etc.) and based on the recognition of the

characteristics of talented children develop ways to

identify these children.

The factors that affect are divided into 2 domains,

namely personal factors that include self-perception,

courage, character, intuition, charisma, the need for

progress, strengthening ego, energy, awareness of

endurance, and personal interest; and environmental

factors that include socio-economic status, parental

personalities, parental education, childhood

Fitriah, N. and Nurani, A.

“Enrichment” Learning Model to Identify the Talented Preschoolers based on Renzulli Approach.

DOI: 10.5220/0009916229132917

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2913-2917

ISBN: 978-989-758-458-9

2913

stimulation, family position, formal education, role

models, and family welfare.

Talentedness is still getting less attention in this

country, even though it really determines the growth

and realization of individual potential for the welfare

of the nation and state (Semiawan, 2010). For this

reason, a learning model is needed that can support

teachers in guessing talented students in order to

facilitate their needs.

The enrichment learning model is one of the latest

ideas put forward by the figure of an American

educational psychologist, Joseph Renzulli. He is

known for three-rings-conception which he initiated

in identifying talented children. Therefore,

researchers want to examine in depth about the

application of this enrichment learning model as an

effort to identify talented children in preschool age.

According to Renzulli, talented children are

children who are able to develop their potential

according to their abilities. Renzulli also stated that

the identification of talented children must represent

areas of general intellectual ability, commitment to

tasks, and creativity (Munandar, 2012) The gift

according to Renzulli includes three interrelated

dimensions and is known as "Three-Ring

Conception" namely:

1.1 High Potential Ability, which is intelligence

above average or can also be called high

intelligence. In terms of "normal intelligence"

usually covers various areas of ability as

measured by tests of intelligence, achievement,

talent, primary mental abilities, and creative

thinking. Normal ability or also known as general

ability is also a sign of talentedness. The

talentedness of a child can also be seen from the

level of IQ he has, namely low talent (with an IQ

of 115-129), medium talent (with an IQ of 130-

144), and high talent (with an IQ of 145 and

above).

1.2 Task Commitment is a form of internal motivation

that encourages children to be diligent and

tenacious in doing their work despite

experiencing various obstacles or obstacles, but

still trying to complete the tasks that have been

given to them as a form of responsibility. If the

child shows commitment to the task, it can be

indicated that they have a high interest and

enthusiasm with a particular problem or field.

1.3 High Creativity is an effort to express or try to

create something in accordance with fantasy,

provide new ideas that can be applied in solving a

problem, the ability to see new relationships,

create new things, and create new combinations

(Semiawan, 2004).

The three things above are interrelated and can be

described through the following Venn diagrams:

Figure 1: Venn Diagrams.

Based on these three dimensions, it is necessary to

develop a learning model that can be a means of

identifying talented children, especially in early

childhood education.

2 METHODS

The method of this research is using literature

reviews. Literature reviews play a critical role in

scholarship because science remains, first and

foremost, a cumulative endeavour (Brocke, 2009). As

in any academic discipline, rigorous knowledge

syntheses are becoming indispensable in keeping up

with an exponentially growing eHealth literature,

assisting practitioners, academics, and graduate

students in finding, evaluating, and synthesizing the

contents of many empirical and conceptual papers.

Among other methods, literature reviews are essential

for: (a) identifying what has been written on a subject

or topic; (b) determining the extent to which a specific

research area reveals any interpretable trends or

patterns; (c) aggregating empirical findings related to

a narrow research question to support evidence-based

practice; (d) generating new frameworks and

theories; and (e) identifying topics or questions

requiring more investigation (Paré, Trudel, Jaana, &

Kitsiou, 2015).

ICRI 2018 - International Conference Recent Innovation

2914

3 RESULT AND DISCUSSION

The learning model is the whole series of presentation

of teaching materials that cover all aspects before the

medium and after learning that is done by the teacher

and all related facilities that are used directly or

indirectly in the teaching and learning process. (At-

Tabany, 2011) The one learning model that can be

applied is the Enrichment model.

Enrichment comes from English which means to

enrich. Enrichment can be interpreted as a way or step

to add something more. The term enrichment is used

more to refer to an enrichment program. In a broader

scope, enrichment includes all modifications in the

practices of standard education (Rino, 2015). In

general, this model is more emphasized to help

develop cognitive abilities found in students and

improve the affective processes that have been

experienced by students.

Through the enrichment model, in addition to

being able to recall existing material for modification,

it can also provide new experiences for students,

especially related to its application to the learning

they have done so far.

The principles of the enrichment model include:

3.1 Enrichment departs from the idea that each

student has unique characteristics, meaning they

have their own characteristics. Likewise, what

happens to every learning experience they have

gained, they have different experiences

individually.

3.2 Every learning done by students will be more

effective when students feel comfortable and

happy in the learning done, therefore every

learning experience must be able to pay attention

to every goal that will be achieved by each

student.

3.3 For early childhood, learning will be more

meaningful when teaching material and its

implementation are linked to real events. In

addition, to provide more comfort, students are

given the opportunity to look for any issues that

interest them.

In the application of enrichment, the material

obtained by students usually comes from things that

are rarely obtained by students in learning life in

school or outside the themes that become curriculum

in school. In addition, the application of enrichment

is a good activity in increasing teacher sensitivity. In

seeing each talent that is owned by students, the

teacher must be sensitive to the needs of students and

their superiority. With the implementation of

enrichment, the teacher is required to create a

situation that shows students' interest in learning, and

can provide a new challenge for students, until finally

considered by students as a fun adventure.

According to Renzulli, this model has 2 main

objectives. First is to give students the opportunity to

develop their interests. Then helping students to

identify realistically, can solve problems in

accordance with their interests and be able to produce

appropriate products (Davis, 2012)

For the implementation of Enrichment learning’s

model based on Renzulli approach, the teacher or

parent can mix several learning methods. As for one

of the learning methods that can be used in this model

as the identification of talented children namely the

storytelling method. The method most often used by

early childhood education’s teacher is very effective

in applying the enrichment model. The aim of the

storytelling method is to develop the ability to

discuss, imagination, think logically, creatively, and

systematically (Rachmawati and Kurniati, 2012). In

identifying talented children, the teacher can modify

this storytelling method with the following steps:

3.1 The teacher can choose or make a short story

essay and let students complete the story, for

example:

One day, a green frog named Kajo was walking

by the river. Then he found a chest covered with

dried leaves. The crates are very large and made

of sparkling gold. Kajo is very curious and eager

to open it. He approached and slowly opened the

chest, suddenly ...

3.2 Students are asked to complete the story with their

own ideas. They could answer, "Come a

dinosaur!" Or "In the chest there is a princess!"

And so on. This is where the enrichment model is

applied in the explanation above.

3.3 If the story stops and cannot continue, the teacher

can resume the story based on the student's idea

so that what is created is a rich essay with their

creativity and imagination.

3.4 After that, each student is given blank paper and

each is asked to describe one of the most preferred

scenes in the story.

3.5 Then some students are welcome to conclude or

retell while showing pictures that have been made.

3.6 The teacher invites other students to respond to

the stories that have been conveyed by some of the

students and invites all students to appreciate the

entire work.

In addition to the story telling method, there are

many other learning methods that can be applied with

enrichment models such as question and answer

methods, discussion, free singing, and so on. The

“Enrichment” Learning Model to Identify the Talented Preschoolers based on Renzulli Approach

2915

most important thing is the approach used is Center

Student Learning (CSL) or student-centered learning.

Because if without involving students, teachers will

find it difficult to identify talented children.

Furthermore, the application of this model depends

on the modification and creativity of the teacher.

As for some indicators to identify the talented

student that can be used as guidelines for identifying

talented children according to Renzulli's "Three-Ring

Conception" namely:

3.1 Students are able to continue the story according

to their ideas (High Potential Ability),

3.2 Students are able to express stories in pictures and

verbally about what they can and they imagine

(High Creativity),

3.3 Students are able to show an attitude of

responsibility in completing each teacher's

instruction (Task Commitment).

Remember, the instruments of assessment is

flexible and appropiated by indicators of talented

childern based on their development.

The implications of applying the Enrichment

model based on the Renzulli concept are:

3.1 Teachers need to understand themselves, because

children who learn are not only influenced by

what the teacher does, but also how the teacher

does it,

3.2 The teacher needs to have an understanding of

obedience,

3.3 Teachers should seek a learning environment in

accordance with superior development of

children's abilities,

3.4 The teacher presents challenges rather than

pressure,

3.5 Teachers not only pay attention to products or

student learning outcomes, but moreover the

learning process,

3.6 The teacher is better at giving feedback than

assessment must provide several alternative

learning strategies, and

3.7 Teachers should be able to create an atmosphere

in the classroom that supports the child's self-

esteem and where children feel safe and dare to

take risks in determining opinions and decisions.

The following are the advantages gained from the

application of the enrichment model:

3.1 The enrichment model is based on the fun and

needs of all students, this has an impact on the

development of high student creativity

3.2 The enrichment model can enrich new knowledge

for students, because there will be many new ideas

that emerge from each student that are actually

unique

3.3 Through the enrichment model, students'

cognitive abilities can be more honed and provide

more opportunities to deepen interesting content

and then become special skills or skills for

students

3.4 Intensive and interpersonal interaction between

students and teachers and students with students

can result in a close emotional relationship, so

students are more confident in expressing ideas.

While the weaknesses of this enrichment model

are:

3.1 The implementation of the enrichment model in

the regular class allows a lack of attention to

capable students below the average

3.2 For talented students can cause high egoism and

consider other students to be low, so they lack

positive social attitudes.

4 CONCLUSION

The enrichment model is a new innovation in the field

of early childhood education which can support

teachers in identifying talented children in a class.

This model uses the Renzulli approach which

emphasizes 3 clusters, namely the ability of high

potential abilities, high creativity, and task

commitment known as three-rings-conception. The

main purpose of the implementation of this model is

so that teachers can take action that is appropriate to

the needs of the child given the provision of facilities

that are relevant to their conditions and interests is

very important. The key factor in the success of this

identification is the child's achievement to be fully

involved in learning and teaching activities that have

been implemented. The hope is that the talents and

interests of normal and talented children can be

developed optimally from an early age.

REFERENCES

C. R. Semiawan, 2004. Perspektif Anak Berbakat.

Grasindo, Jakarta.

G.A. Davis, 2012. Anak Berbakat dan Pendidikan

Keberbakatan: Suatu Buku Panduan untuk Guru dan

Orangtua. PT Indeks, Jakarta.

L. Halimah, 2016. Pengembangan Kurikulum Pendidikan

Anak Usia Dini. PT Refika Aditama, Bandung.

ICRI 2018 - International Conference Recent Innovation

2916

Mulyasa, 2010. Menjadi Guru Profesional: Menciptakan

Pembelajaran yang Menyenangkan. Rosdakarya.

Bandung.

Paré, G., Trudel, M.C., Jaana, M. and Kitsiou, S., 2015.

Synthesizing information systems knowledge: A

typology of literature reviews. Information &

Management, 52(2), pp.183-199.

Rino, A., Penerapan Metode Pembelajaran Enrichment

Model Renzulli Untuk Meningkatkan Hasil Belajar

Siswa Kelas X 1 Sma An-Najah Dalam Mata Pelajaran

Sosiologi Pada Pokok Bahasan Interaksi Sosial.

Semiawan, C.R., 2009. Kreativitas keberbakatan: mengapa,

apa, dan bagaimana. PT Index, Jakarta.

T. I. At-Tabany, 2011. Desain Pengembangan

Pembelajaran Tematik bagi Anak Usia Dini. INA:

Prenadamedia Group, Jakarta.

U. Munandar, 1982. Anak-anak Berbakat: Pembinaan dan

Pendidikannya. CV Rajawali, Jakarta.

U. Munandar, 1994. Kreativitas dan Keberbakatan: Strategi

Mewujudkan Potensi Kreatif dan Bakat. PT Gramedia

Pustaka Utama, Jakarta.

U. Munandar, 2012. Pengembangan Kreativitas Anak

Berbakat. INA: Rineka Cipta, Jakarta.

Y. Rachmawati and E. Kurniati, 2012. Strategi

Pengembangan Kreativitas pada Anak Usia Taman

Kanak-kanak. Prenada Media Group, Jakarta.

“Enrichment” Learning Model to Identify the Talented Preschoolers based on Renzulli Approach

2917