STRATEGI GURU DALAM MENGEMBANGKAN POTENSI ANAK CERDAS ISTIMEWA DAN BAKAT ISTIMEWA - Rahmi Fadhillah Ef; Nurhastuti; Elsa Efrina; Syari Yuliana (Jurusan Pendidikan Bahasa dan Seni Fakultas Keguruan dan Ilmu Pendidikan Universitas Lampung, 2026)
This study aimed to describe the teacher’s strategies for developing the potential of a student exhibiting characteristics of giftedness and talent at SD Negeri 08 Surau Gadang. The study employed a qualitative approach with a descriptive case study design. Data were collected through observation, interviews, and documentation involving one fifth-grade teacher, one student exhibiting gifted and talented characteristics, and one principal. Data were analyzed through data reduction, data display, conclusion drawing, and verification. The findings showed that the teacher developed the student’s potential through additional assignments, higher-order thinking questions, enrichment, peer tutoring, motivation, and socio-emotional support. Supporting factors included teacher experience, school support, and parental cooperation, while inhibiting factors included limited instructional time, general learning facilities, the absence of a specific program, and limited teacher training. These strategies were still practical but helped provide appropriate learning challenges in a regular classroom. Penelitian ini bertujuan mendeskripsikan strategi guru dalam mengembangkan potensi peserta didik yang menunjukkan karakteristik Cerdas Istimewa dan Bakat Istimewa (CIBI) di SD Negeri 08 Surau Gadang. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi dengan informan satu guru kelas V, satu peserta didik yang menunjukkan karakteristik CIBI, dan satu kepala sekolah. Data dianalisis melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa guru mengembangkan potensi peserta didik melalui tugas tambahan, soal berpikir tingkat tinggi, pengayaan, tutor sebaya, motivasi, dan pendampingan sosial-emosional. Faktor pendukung meliputi pengalaman guru, dukungan sekolah, dan kerja sama orang tua, sedangkan faktor penghambat meliputi keterbatasan waktu, sarana umum, belum adanya program khusus, dan terbatasnya pelatihan guru. Strategi tersebut masih bersifat praktis, tetapi membantu peserta didik memperoleh tantangan belajar yang sesuai dalam kelas reguler.