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All Journal Sinergi : Jurnal Ilmiah Multidisiplin
Putri Yohana Pongantung
Program Studi Magister Psikologi di Fakultas Psikologi Universitas Kristen Satya Wacana, Indonesia
Aerospace Engineering Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Health Professions Immunology & microbiology Physics Social Sciences

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Resiliensi Siswa Gifted Putri Yohana Pongantung
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 2 No. 3 (2026): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Resiliensi merupakan salah satu aspek psikologis yang penting dalam mendukung keberhasilan akademik, sosial, dan emosional siswa gifted. Meskipun memiliki kemampuan intelektual yang tinggi, siswa gifted sering menghadapi berbagai tekanan seperti tuntutan akademik yang tinggi, ekspektasi dari lingkungan, sensitivitas emosional, serta potensi mengalami kesulitan dalam hubungan sosial. Kondisi tersebut menjadikan resiliensi sebagai faktor penting yang membantu siswa gifted dalam menghadapi tantangan dan mempertahankan kesejahteraan psikologis. Oleh karena itu, kajian mengenai resiliensi pada siswa gifted menjadi penting untuk memahami faktor-faktor yang memengaruhi ketahanan psikologis mereka. Penelitian ini bertujuan untuk menganalisis secara sistematis faktor-faktor yang memengaruhi resiliensi pada siswa gifted berdasarkan temuan penelitian terkini. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA. Pencarian literatur dilakukan melalui database Google Scholar, PubMed, Scopus, dan ScienceDirect dengan rentang tahun publikasi 2019–2024. Artikel yang diseleksi merupakan penelitian kuantitatif yang berfokus pada resiliensi siswa gifted di lingkungan pendidikan. Berdasarkan proses seleksi, diperoleh 12 artikel yang memenuhi kriteria inklusi dengan total partisipan sebanyak 2.223 siswa gifted. Instrumen yang digunakan dalam berbagai penelitian meliputi Connor-Davidson Resilience Scale (CD-RISC), Self-Efficacy Scale, Emotional Intelligence Scale, Academic Motivation Scale, dan Social Support Scale. Hasil kajian menunjukkan bahwa siswa gifted umumnya memiliki tingkat resiliensi pada kategori sedang hingga tinggi. Resiliensi dipengaruhi oleh faktor internal seperti self-efficacy, regulasi emosi, motivasi intrinsik, konsep diri akademik, dan kecerdasan emosional, serta faktor eksternal seperti dukungan keluarga, lingkungan sekolah yang suportif, hubungan positif guru dan siswa, serta dukungan teman sebaya. Resiliensi juga berhubungan positif dengan prestasi akademik, kesejahteraan mental, kemampuan coping, dan adaptasi sosial. Oleh karena itu, pengembangan resiliensi perlu menjadi perhatian dalam pendidikan gifted melalui pendekatan yang holistik dengan melibatkan dukungan sekolah, keluarga, serta pengembangan keterampilan sosial-emosional siswa. Kata kunci: resiliensi, siswa gifted, ketahanan psikologis, pendidikan berbakat, kesejahteraan mental.   Abstract Resilience is an important psychological aspect in supporting the academic, social, and emotional success of gifted students. Although they possess high intellectual abilities, gifted students often face various pressures such as high academic demands, expectations from their environment, emotional sensitivity, and potential difficulties in social relationships. These conditions make resilience an essential factor that helps gifted students cope with challenges and maintain their psychological well-being. Therefore, studying resilience in gifted students is important to understand the factors that influence their psychological strength. This study aims to systematically analyze the factors influencing resilience in gifted students based on recent research findings. This study used the “Systematic Literature Review (SLR)” method referring to the “PRISMA” guidelines. Literature searches were conducted through the Google Scholar, PubMed, Scopus, and ScienceDirect databases with a publication range from 2019 to 2024. The selected articles were quantitative studies focusing on the resilience of gifted students in educational settings. Based on the selection process, 12 articles met the inclusion criteria with a total of 2,223 gifted student participants. The instruments used across the studies included the Connor-Davidson Resilience Scale (CD-RISC), Self-Efficacy Scale, Emotional Intelligence Scale, Academic Motivation Scale, and Social Support Scale. The findings indicate that gifted students generally have moderate to high levels of resilience. Resilience is influenced by internal factors such as self-efficacy, emotional regulation, intrinsic motivation, academic self-concept, and emotional intelligence, as well as external factors such as family support, supportive school environments, positive teacher–student relationships, and peer support. Resilience is also positively associated with academic achievement, mental well-being, coping ability, and social adaptation. Therefore, the development of resilience should become an important focus in gifted education through a holistic approach involving support from schools and families, as well as the development of students’ social and emotional skills. Keywords: resilience, gifted students, psychological resilience, gifted education, mental well-being.
Systematic Literature Review: Intervensi pada Anak Berkebutuhan Khusus dengan Intellectual Disability  Putri Yohana Pongantung
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 2 No. 7 (2026): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66914/zbfgmp04

Abstract

Intellectual disability is a neurodevelopmental disorder characterized by limitations in intellectual functioning and adaptive behavior, requiring educational interventions that are systematic, individualized, and evidence-based. This review aimed to identify intervention types, describe their implementation characteristics, examine their effectiveness in improving academic skills, communication, social skills, adaptive behavior, and independence, and formulate implications for Individualized Education Programs. A Systematic Literature Review was conducted following the PRISMA 2020 guidelines. Articles published between 2019 and 2025 were searched in Scopus, Web of Science, ERIC, PubMed, and ScienceDirect. Of the 512 records identified, 87 duplicates were removed, 425 records were screened, 56 full-text reports were assessed for eligibility, and 10 intervention studies met the inclusion criteria. Data were analyzed through narrative synthesis based on participant characteristics, research design, intervention type, duration, measured variables, outcomes, and educational implications. The findings showed that Headsprout® Early Reading, phonics-based instruction, Augmentative and Alternative Communication, video modeling, systematic instruction, task analysis and prompting, peer-mediated instruction, technology-based instruction, and functional academic instruction produced positive outcomes in reading, communication, social participation, functional academic skills, daily living activities, and independence. Intervention effectiveness was influenced by learning objectives, individual characteristics, implementation intensity, instructional media, and support from teachers and the learning environment. No single intervention was found to be universally superior for all learners with intellectual disability. Based on the synthesis, the review proposed the I-SMART Program as an integrative conceptual framework to support the development of Individualized Education Programs. However, because the program was derived from literature synthesis and has not yet been empirically tested, its implementation should be adapted to learners’ needs, school resources, and continuous evaluation. Keywords: intellectual disability, evidence-based intervention, individualized education program, special education, systematic literature review. Abstrak Intellectual disability merupakan gangguan perkembangan saraf yang ditandai oleh keterbatasan fungsi intelektual dan perilaku adaptif, sehingga peserta didik memerlukan intervensi pendidikan yang sistematis, individual, terstruktur, dan berbasis bukti. Kajian ini bertujuan mengidentifikasi jenis intervensi, mendeskripsikan karakteristik pelaksanaannya, menganalisis efektivitasnya terhadap kemampuan akademik, komunikasi, keterampilan sosial, perilaku adaptif, dan kemandirian, serta merumuskan implikasinya bagi penyusunan Program Pembelajaran Individual (PPI). Penelitian menggunakan metode Systematic Literature Review dengan mengacu pada pedoman PRISMA 2020. Pencarian artikel dilakukan pada basis data Scopus, Web of Science, ERIC, PubMed, dan ScienceDirect dengan rentang publikasi 2019–2025. Dari 512 artikel yang teridentifikasi, 87 artikel duplikat dihapus, 425 artikel disaring, 56 artikel dinilai kelayakannya, dan 10 penelitian intervensi memenuhi kriteria inklusi. Data dianalisis menggunakan sintesis naratif berdasarkan karakteristik peserta, desain penelitian, jenis intervensi, durasi pelaksanaan, variabel yang diukur, hasil penelitian, dan implikasi pendidikan. Hasil kajian menunjukkan bahwa intervensi Headsprout® Early Reading, phonics-based instruction, Augmentative and Alternative Communication, video modeling, systematic instruction, task analysis and prompting, peer-mediated instruction, technology-based instruction, serta functional academic instruction memberikan dampak positif terhadap kemampuan membaca, komunikasi, partisipasi sosial, keterampilan akademik fungsional, aktivitas kehidupan sehari-hari, dan kemandirian. Intervensi membaca menjadi pendekatan yang paling dominan, sedangkan strategi visual, teknologi, pembelajaran teman sebaya, dan pengajaran sistematis memperkuat keterampilan adaptif dan sosial. Efektivitas intervensi dipengaruhi oleh tujuan pembelajaran, karakteristik individu, intensitas pelaksanaan, media, serta dukungan guru dan lingkungan belajar. Tidak ditemukan satu intervensi yang paling unggul untuk seluruh peserta didik. Berdasarkan sintesis tersebut, kajian merekomendasikan Program I-SMART sebagai kerangka konseptual integratif untuk mendukung penyusunan PPI, meskipun program ini masih memerlukan pengujian empiris dan penyesuaian terhadap kebutuhan peserta didik serta sumber daya sekolah. Kata kunci: intellectual disability, intervensi berbasis bukti, pendidikan khusus, Program Pembelajaran Individual, systematic literature review.
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