Keunggulan dan Kelemahan Program Akselerasi di SMA: Tinjauan Psikologi Pendidikan
DOI:
Abstract Views:
0 times
PDF-Full Text Downloads:
0 times
Abstract
The establishment of the acceleration program for the elementary, junior high, and senior high school reflects the special attention of the government towards education for smart and special gifted students. The acceleration program has its own superiority as well as weaknesses, which are different from the regular program. To respond to the various anxieties related to the negative effect of the acceleration program, the author exposes various superiorities and weaknesses based on the theoretical review, integrated with the empirical reports from accelerated senior high school classes in Indonesia. A proposal to improve the curriculum, the human resource potential, and the operational technique are also discussed.
Penyelenggaraan program akselerasi bagi siswa SD, SMP, dan SMA merupakan bentuk perhatian khusus Pemerintah Indonesia terhadap pendidikan siswa cerdas dan berbakat istimewa. Program akselerasi memiliki keunggulan dan kelemahan tersendiri yang berbeda dengan program reguler. Untuk menanggapi berbagai kekhawatiran terkait dampak negatif program akselerasi, peneliti memaparkan berbagai keunggulan dan kelemahan berdasarkan kajian teoretik yang dipadukan dengan laporan empiris dari kelas-kelas SMA akselerasi di Indonesia. Usulan perbaikan kurikulum, sumber daya manusia, serta teknis operasional juga dibahas.
Downloads
References
Ablard, K. E., Mills, C. J., & Duvall, R. (1994). Acceleration of CTY math and science students (Tech. Rep. No. 10). Baltimore, M.D: John Hopkins University, Center for Talented Youth. Diunduh pada 15 September, 2003 dari http://cty.jhu.edu/research/biblio/html
Alsa, A. (2006). Program belajar, jenis kelamin, belajar berdasar regulasi diri dan prestasi belajar matematika pada pelajar SMA Negeri di Yogyakarta. Laporan penelitian.
Badan Standar Pendidikan Nasional (2006). Panduan penyusunan kurikulum tingkat satuan pendidikan. Jakarta: BSNP.
Bank, A., Henerson, M., & Eu, L. (1981). A practical guide to program planning: A teaching models approach. Amsterdam: Teacher College Press.
Brody, L. E. and Benbow, C. P. (1987). Acceleration strategies: How effective are they for the gifted? Gifted Child Quarterly, 31, 105-110. Diunduh pada 15 September, 2003 dari http://cty.jhu.edu/research/biblio/html
Chauhan, S. S. (1978). Advanced educational psychology. New Delhi: Vikas Publishing House, PVT-LTD.
Clark, B. (1997). Growing up gifted (5th ed). Upper Saddle River, NJ: Merril/Prentice Hall.
Combs, A.W. (1978). Humanistic education: Objective and assesment. Washington: Association for Supervision and Curriculum Development Company.
Departemen Pendidikan Nasional (2003). Pedoman penyelenggaraan program percepatan belajar SD, SMP dan SMA (Satu model pelayanan pendidikan bagi peserta didik yang memiliki potensi kecerdasan dan bakat istimewa). Jakarta: Departemen Pendidikan Nasional
Eggen, P., & Kauchak, D. (1997). Educational psychology: Windows on classroom (3rd ed.). Upper Saddle River, New Jersey: Prentice-Hall, Inc.
Elliot, S. N., Kratochwill, T. R., Littlefield, J., & Travers, J. F. (1999). Educational psychology: Effective teaching, effective learning. New York: McGraw-Hill Book Company.
Gibson, J. T. (1980). Psychology for the classroom (2nd ed.). Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
Goleman, D. (1995). Emotional intelligence (T. Hermaya, Pengalih bhs.) Jakarta: PT. Gramedia Pustaka Utama.
Gross, M. (1994). Radical acceleration: Responding to academic and social need of extremely gifted adolescence. The Journal of Secondary Gifted Education, 5(4), Summer. Diunduh dari www.dadivision-institute.org
Gross, M. (1999). From “the saddest sound” to the D major chord: The gift of accelerated progression. Sydney: GERRIC.
Kolesnik, W. B. (1970). Educational psychology (2nd ed.). New York: McGraw-Hill Book Company
Lefrancois, G. R. (1999). Psychology for teaching. Singapore: Thomson Learning
Lindgren, H. C. (1976). Educational psychology in the classroom (5th ed.). New York: John Wiley & Sons, Inc.
Marlowe, B. A., & Page, M. L. (1998). Creating and sustaining constructivist classroom. Thousand Oaks: Corwin Press, Inc.
Meier, D. (2000). The accelerated learning handbook. New York: The McGraw-Hill Companies,Inc.
Meyers, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the College Classroom. San Francisco: Jossey-Bass A Wiley Company.
Milgram, R. M. (Ed.). (1991). Counceling gifted and talented children: A guide for teachers, councelors, and parents. New Jersey: Alex Publishing Co.
Nuraida, Hawadi, L. F., & Moesono, A. (2007). Dampak program akselerasi Indonesia yang berbasis kurikulum nasional terhadap kecerdasan emosional siswa peserta akselerasi tingkat SMA di Jakarta. Jurnal Keberbakatan dan Kreativitas “Gifted Review” 1(1), 47-54.
Ogden, J. (2000). Health psychology (2nd ed.) Philadelphia: Open University Press
Ormrod, J. E. (2003). Educational psychology: Developing learners. New Jersey: Upper Saddle River.
Pyryt, M. C. (1999). Acceleration: Strategies and benefits. Paper presented at the 9th annual SAGE conference, November 6-7, Calgary.Alberta. Diunduh pada 15 September, 2003, dari http://www.ucalgary.ca/~gifteduc/resources/ articles/pyryt2.html
Rejeki, S. (2005). Kompetensi sosial ditinjau dari harga diri dan religiositas pada siswa program akselerasi dan siswa program reguler. Tesis (Tidak diterbitkan). Sekolah Pasca Sarjana UGM.
Richardson, T. M., & Benbow, C. P. Long-term effects of acceleration on the social-emotional adjustment of mathematically precocious youths. Journal of Educational Psychology, 8(3), 464-470.
Slavin, R. E. (1991). Educational psychology (3rd ed.). Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
Southern, W. T., & Jones, E. D. (1991). The academic acceleration of gifted children. New York: Teachers Colleges Press.
Stanley, J. C., & Davidson, J. E. (Eds.). (1986). Conceptions of giftedness. New York: Cambridge University Press.
Wahab, R. (2003). Bimbingan sosial pribadi berbasis model perkembangan. Rangkuman Disertasi (tak diterbitkan) Program Pasca Sarjana Universitas Pendidikan Indonesia.
Bibliografi
Rae, L. (2005). Melibatkan pembelajaran secara aktif dalam pendidikan dan pelatihan (Kumala Insiwi Suryo, Pengalih bhs.). Jakarta: P.T. Gramedia.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles published in ANIMA are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. You are free to copy, transform, or redistribute articles for any lawful, non-commercial purpose in any medium, provided you give appropriate credit to ANIMA and the original Author(s), link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
Copyright on articles is retained by the respective Author(s), without restrictions. A non-exclusive license is granted to ANIMA to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
By publishing in ANIMA, Author(s) grant any third party the right to use their article to the extent provided by the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
