1. Home
  2. Vol 3, No 1 (2019)
  3. Hastiani Hastiani

Identification of saprahan values as formers of gifted students empathy in high school students in pontianak

  • Abstract Views: 600
  • PDF Downloads: 42
  • November 20, 2018
  • Hastiani Hastiani IKIP PGRI Pontianak,  Indonesia
  • Rezki Hariko Universitas Negeri Padang,  Indonesia
Corresponding Author

DOI:

https://doi.org/10.24036/0058za0002

Keywords:

Empathy, Saprahan, Gifted, Student

Abstract

Gifted students tend to have too perfectionistic social skills, want others to be in accordance with the desired logic, comfortable interacting with students with homogeneous characteristics. This tendency can be modified by school counselors through the integration of the values of Saprahan local wisdom into guidance and counseling services. The values contained in Saprahan are used as the formation of students' empathy skills. Thus, gifted students have concern for other colleagues, can interact well with students of various characters, accept the shortcomings of other friends, embrace and help other friends, be polite in communicating, and not demean other friends.

Full Text:

References

Arpan, S. (2014). Saprahan Adat Budaya Melayu Sambas. Majelis Adat Budaya Melayu.

Bakar, A. Y. A. (2016). Counseling and Guidance for Malaysian Gifted Students: A Conceptual Framework. Journal for the Education of Gifted Young Scientists, 4(1), 21–29.

Bakar, A. Y. A., Ishak, N. M., & Abidin, M. H. Z. (2014). The relationship between domains of empathy and leadership skills among gifted and talented students. Procedia-Social and Behavioral Sciences, 116, 765–768.

Batubara, S. M. (2017). Kearifan Lokal dalam Budaya Daerah Kalimantan Barat (Etnis Melayu dan Dayak). Jurnal Penelitian IPTEKS, 2(1).

Goleman, D. (1977). Emotional Intelligence-Kecerdasan Emotional. Penerbit: PT Gremdia Pustaka Utama.

Indonesia. Undang-undang Sistem Pendidikan Nasional No. 20 tentang Penyelenggaraan Pendidikan Bagi Siswa Berkebutuhan Khusus (2003). Republic of Indonesia.

Indonesia. Peraturan Presiden No. 87 tentang Penguatan Pendidikan Karakter (2017). Republic of Indonesia.

Johnson, L. R., & Sandhu, D. S. (2010). Treatment planning in a multicultural context. Culture and the Therapeutic Process: A Guide for Mental Health Professionals, 117–156.

Kazanjian, C. J., & Choi, S.-J. (2016). The person over standardisation: a humanistic framework for teacher learning in diverse school-based contexts. Pedagogy, Culture & Society, 24(2), 255–267. https://doi.org/http://dx.doi.org/10.1080/14681366.2016.1153511

King, V. T., Ibrahim, Z., & Hassan, N. H. (2017). Borneo Studies in History, Society and Culture. Springer.

Muzayanah, U. (2017). The Role of The Islamic Education Subject and Local Tradition in Strengthening Nationalism of The Border Society (Study in Temajuk Village Sambas Regency of West Borneo). Analisa: Journal of Social Science and Religion, 2(1), 41–59.

Robinson, A., & Clinkenbeard, P. R. (2008). History of Giftedness: Perspectives from The Past Presage Modern Scholarship. In Handbook of Giftedness in Children (pp. 13–31). Springer.

Schwean, V. L., Saklofske, D., Widdifield-Konkin, L., Parker, J. D. A., & Kloosterman, P. (2006). Emotional Intelligence and Gifted Children. E-Journal of Applied Psychology, 2(2), pp-30.

Sugiarti, R., & Suhariadi, F. (2015). Gambaran Kompetensi Sosial Siswa Cerdas Istimewa. In Seminar Psikologi dan Kemanusiaan (pp. 299–300).

Wahab, R. (2010). Konseling bagi anak berbakat akademik. Cakrawala Pendidikan, (1).

Zeidner, M. (2017). Tentative guidelines for the development of an ability-based emotional intelligence intervention program for gifted students. High Ability Studies, 28(1), 29–41.

Zeidner, M., & Matthews, G. (2017). Emotional intelligence in gifted students. Gifted Education International, 33(2), 163–182.

Refbacks

  • There are currently no refbacks.