An Analysis of Linguistic Intelligence in Gifted and Talented Children of Muslim Schools
DOI:
https://doi.org/10.24036/insight.v3i3.185Keywords:
Multiple intelligences, gifted students, linguistic intellegenceAbstract
The lack of understanding from educators and parents of linguistic intelligence in gifted and talented children in Muslim schools can hinder children's linguistic development. For this reason, this research aims to analyze in depth the stages of linguistic intelligence in gifted and talented children, who show extraordinary abilities in speaking, listening, reading and writing. So that this research will produce complex research to find out the stages of linguistic intelligence in gifted and talented children for early childhood. This research uses the Systematic Literature Review (SLR) method with Nvivo 12 software. 35 relevant articles were analyzed through thematic coding to identify data patterns. As a result, five stages of linguistic intelligence were found: i) pre-linguistic (0-2 years), ii) vocabulary acquisition (2-3 years), iii) early simple sentences (3-4 years), iv) complex sentences (4-5 years), and v) narratives and stories. This research confirms the importance of creating an age-appropriate educational environment and appropriate stimulation to accelerate the linguistic development of gifted children.
References
Adnyani, N. L. P. S., Beratha, N. L. S., & Suparwa, I. N. (2017). Child Comprehension of Adults’ Verbal Input: A Case of Bilingual Acquisition in Infancy. Indonesian Journal of Applied Linguistics, 7(1), 11. https://doi.org/10.17509/ijal.v7i1.6853
Age, J. G., & Hamzanwadi, U. (2020). Perilaku Sosial Emosional Anak Usia Dini. Jurnal Golden Age, 4(01), 181–190. https://doi.org/10.29408/jga.v4i01.2233
Akmaliyah, A., Hudzaifah, Y., Ulfah, N., & Pamungkas, M. I. (2021). Child-Friendly Teaching Approach for Arabic Language in Indonesian Islamic Boarding School. International Journal of Language Education, 5(1), 501–514. https://doi.org/10.26858/ijole.v5i1.15297
Al-Zoubi, S. M. (2024). Linguistic Intelligence of Academically Gifted University Students. Theory and Practice in Language Studies, 14(10), 2067–3075. https://doi.org/10.17507/tpls.1410.07
Andrés-Roqueta, C., Adrian, J. E., Clemente, R. A., & Villanueva, L. (2016). Social cognition makes an independent contribution to peer relations in children with Specific Language Impairment. Research in Developmental Disabilities, 49–50, 277–290. https://doi.org/10.1016/j.ridd.2015.12.015
Anunciação, L., Marques, L., Murray, C., Portugal, A. C., Rabelo, I., Landeira-Fernandez, J., & Cruz, R. (2024). Psychometric properties of a brief non-verbal test of g factor intelligence. Journal of Psychological Perspective, 6(1), 47–62. https://doi.org/10.47679/jopp.617532024
Aris, M., Parancika, R. B., & Anum, A. (2023). Analysis of Speaking Proficiency in Children Aged 2-5 Years at Kelas Berenang Karawang Institution. International Journal Corner of Educational Research, 2(1), 1–6. https://doi.org/10.54012/ijcer.v2i1.161
Asril, Z., Engkizar, E., Syafril, S., Arifin, Z., & Munawir, K. (2023). Perspective Chapter: A Phenomenological Study of an International Class Program at an Indonesian University. In Higher Education-Reflections from the Field. IntechOpen. https://doi.org/10.5772/intechopen.110325
Asril, Z., Syafril, S., Engkizar, E., & Arifin, Z. (2023). Advancing Educational Practices: Implementation and Impact of Virtual Reality in Islamic Religious Education. Jurnal Pendidikan Islam, 9(2), 199–210. https://doi.org/10.15575/jpi.v9i2.20567
Aziz, A. R. A, Ab Razak, N. H., Perdani Sawai, R., Kasmani, M. F., Amat, M. I., & Shafie, A. A. H. (2021). Exploration of Challenges Among Gifted and Talented Children. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(4), 242–251. https://doi.org/10.47405/mjssh.v6i4.760
Aziz, I. A., Theng, B., & Voon, L. M. L. (2024). Curbing Challenges Encountered By Gifted Children In Learning With An Acceleration Approach. Educational Administration: Theory and Practice, 30(5), 6587–6597. https://doi.org/https://doi.org/10.53555/kuey.v30i5.3986
Ben, A. (2018). Amazing Fingerprint Teknologi Penelusuran Watak dan Bakat. Talent Spectrum. https://doi.org/https://books.google.co.id/books?id=--aoDwAAQBAJ&lpg=PA7&ots=w9weq94EZJ&lr&hl=id&pg=PA7#v=onepage&q&f=false
Bening, T. P., & Ichsan, I. (2022). Analisis Penerapan Pengetahuan Orang Tua dalam Stimulasi Aspek Perkembangan Anak Usia Dini. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 8(3), 853. https://doi.org/10.32884/ideas.v8i3.829
Brulles, D., Castellano, J. A., & Laing, P. C. (2021). Identifying and Enfranchising Gifted English Language Learners. In Special Populations in Gifted Education (pp. 305–313). Routledge. https://doi.org/10.4324/9781003238157-16
Bucaille, A., Jarry, C., Allard, J., Brochard, S., Peudenier, S., & Roy, A. (2022). Neuropsychological Profile of Intellectually Gifted Children: A Systematic Review. Journal of the International Neuropsychological Society, 28(4), 424–440. https://doi.org/10.1017/S1355617721000515
Bujuri, D. A. (2018). Analisis Perkembangan Kognitif Anak Usia Dasar dan Implikasinya dalam Kegiatan Belajar Mengajar. LITERASI (Jurnal Ilmu Pendidikan), 9(1), 37. https://doi.org/10.21927/literasi.2018.9(1).37-50
Cavas, B., & Cavas, P. (2020). Multiple Intelligences Theory—Howard Gardner. In Science Education in Theory and Practice: An Introductory Guide to Learning Theory (pp. 405–418). https://doi.org/10.1007/978-3-030-43620-9_27
Chan, D. W. (2005). Perceived Multiple Intelligences and Learning Preferences among Chinese Gifted Students in Hong Kong. Journal for the Education of the Gifted, 29(2), 187–212. https://doi.org/10.1177/016235320502900204
Chan, D. W. (2007). Components of leadership giftedness and multiple intelligences among Chinese gifted students in Hong Kong. High Ability Studies, 18(2), 155–172. https://doi.org/10.1080/13598130701709749
Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2024). Promoting Digital Literacy and Social Equity in Education: Lessons from Successful Initiatives. International Journal of Management & Entrepreneurship Research, 6(3), 687–696. https://doi.org/10.51594/ijmer.v6i3.880
Ellala, Z. K., Attiyeh, J. H. A., Alnoaim, J. A., Alsalhi, N. R., Alqudah, H., Al-Qatawneh, S., Alakashee, B., & Abdelkader, A. F. I. (2022). The Role of Students’ Agility and Students’ Interest in the Linguistic Intelligence among Gifted Students in Higher Education Institutions. Eurasian Journal of Educational Research, 2022(100), 206–221. https://doi.org/10.14689/ejer.2022.100.014
Emmiyati, N., Rasyid, M. A., Rahman, M. A., Arsyad, A., & Dirawan, G. D. (2014). Multiple Intelligences Profiles of Junior Secondary School Students in Indonesia. International Education Studies, 7(11), 103–110. https://doi.org/10.5539/ies.v7n11p103
Erlina, D., Marzulina, L., Astrid, A., Desvitasari, D., Septi Sapriati, R., Dwi Amrina, R., Mukminin, A., & Habibi, A. (2019). Linguistic Intelligence of Undergraduate EFL Learners in Higher Education: A Case Study. Universal Journal of Educational Research, 7(10), 2143–2155. https://doi.org/10.13189/ujer.2019.071012
Etnawati, S. (2022). Implementasi Teori Vygotsky terhadap Perkembangan Bahasa Anak Usia Dini. Jurnal Pendidikan, 22(2), 130–138. https://doi.org/10.52850/jpn.v22i2.3824
Eva, N. (2016). Karakteristik Kecerdasan Anak Cerdas Istimewa. Jurnal Sains Psikologi, 5(2), 20–24. https://doi.org/https://dx.doi.org/10.17977/um023v5i22016p20-24
Fadhli, M., Sukirman, S., Ulfa, S., Susanto, H., & Syam, A. R. (2022). Gamifying Children’s Linguistic Intelligence With the Duolingo App. In Research Anthology on Developments in Gamification and Game-Based Learning (Vols. 3–4, pp. 1402–1415). IGI Global. https://doi.org/10.4018/978-1-6684-3710-0.ch067
Fadhli, M., Sukirman, S., Ulfa, S., Susanto, H., & Syam, A. R. (2022). Gamifying Children’s Linguistic Intelligence With the Duolingo App. In Research Anthology on Developments in Gamification and Game-Based Learning (Vols. 3–4, pp. 1402–1415). IGI Global. https://doi.org/10.4018/978-1-6684-3710-0.ch067
Farrall, J., & Henderson, L. (2015). Responding to the social and emotional needs of gifted children. Supporting Your Gifted and Talented Child’s Achievement and Well-Being: A Resource for Parents (pp. 16–22). Google Scholar
Fauziaturromah, Y., & Listiana, A. (2023). Konsep Kecerdasan Interpersonal Menurut Howard Gardner Pada Pendidikan Anak Usia Dini. JURNAL PAUD AGAPEDIA, 7(1), 103–108. https://doi.org/10.17509/jpa.v7i1.59925
Febriani, A., Wiza, R., & Adlin Binti Wan Aminudin, W. S. (2023). Profile Analysis of Gifted Student Selection in Excellent Schools in Indonesia. International Journal of Multidisciplinary Research of Higher Education, 6(4), 188–195. https://doi.org/10.24036/ijmurhica.v4i4.161
Francis, R., Hawes, D. J., & Abbott, M. (2016). Intellectual Giftedness and Psychopathology in Children and Adolescents. Exceptional Children, 82(3), 279–302. https://doi.org/10.1177/0014402915598779
François-Sévigny, J., Pilon, M., & Gauthier, L.-A. (2022). Differences in Parents and Teachers’ Perceptions of Behavior Manifested by Gifted Children with ADHD Compared to Gifted Children without ADHD and Non-Gifted Children with ADHD Using the Conners 3 Scale. Brain Sciences, 12(11), 1571. https://doi.org/10.3390/brainsci12111571
Fransiska, F. (2018). Meningkatkan Kemampuan Kosakata Bahasa Dayak Desa Melalui Media Flashcard Pada Anak Usia Dini. Jurnal Golden Age, 2(02), 86. https://doi.org/10.29408/goldenage.v2i02.1045
Hafiz, A., Romdaniah, L., Ahmad Nizar, R., Mauliza, S., Nata, A., & Mu’ti, A. (2023). Teori Pendidikan Ibn Sina dan Jean Piaget: Perbandingan antara Perkembangan Kognitif dan Pertumbuhan Usia Peserta Didik. Rayah Al-Islam, 7(3), 1268–1285. https://doi.org/10.37274/rais.v7i3.819
Hali, N. I. (2017). The Actualization of Literary Learning Model Based on Verbal-Linguistic Intelligence. International Journal of Education and Literacy Studies, 5(4), 42–48. https://doi.org/10.7575/aiac.ijels.v.5n.4p.42
Hamidah, N., Sulianto, J., & Sagala, A. C. (2021). Perkembangan Bahasa pada Anak Usia 3 Tahun. Jurnal Kualita Pendidikan, 2(2), 119–123. https://doi.org/10.51651/jkp.v2i2.47
Hartnett, A. C., Lasslo, S. K., & Hertlein, B. R. (2023). Exploring the Influence of Diction and Language Style in Children’s Song Lyrics on Preschool Learning and Development. Jurnal Ilmu Pendidikan Dan Humaniora, 12(2), 121–132. https://doi.org/10.35335/jiph.v12i2.36
Haryati, D. (2017). Stimulasi Pengembangan Kecerdasan Verbal-Linguistik Anak Usia Dini melalui Metode Pembelajaran PAUD. Elementary: Jurnal Ilmiah Pendidikan Dasar, 3(2), 132. https://doi.org/10.32332/elementary.v3i2.995
Hersi, A. A. (2005). NABE Review of Research and Practice. In V. Gonzalez & J. Tinajero (Eds.), NABE Review of Research and Practice (Vol. 3). Routledge. https://doi.org/10.4324/9781410612670
Horn, C. V. (2015). Young Scholars. Gifted Child Today, 38(1), 19–31. https://doi.org/10.1177/1076217514556532
Humairoh, M. F. N., & Agustina, F. R. (2021). Studi Kasus Pemerolehan Bahasa Pertama Pada Anak Usia Empat Tahun. GENIUS Indonesian Journal of Early Childhood Education, 2(1), 31–39. https://doi.org/10.35719/gns.v2i1.40
Huth, K., Brown, R., & Usher, W. (2021). The use of story to teach religious education in the early years of primary school: a systematic review of the literature. Journal of Religious Education, 69(2), 253–272. https://doi.org/10.1007/s40839-021-00140-y
Ibda, F. (2015). Perkembangan kognitif: teori jean piaget. Intelektualita, 3(1). https://doi.org/http://dx.doi.org/10.22373/ji.v3i1.197
Ibda, H., Syamsi, I., & Rukiyati, R. (2023). Professional elementary teachers in the digital era: A systematic literature review. International Journal of Evaluation and Research in Education (IJERE), 12(1), 459. https://doi.org/10.11591/ijere.v12i1.23565
Isna, A. (2019). Perkembangan Bahasa Anak Usia Dini. Al-Athfal, 2(2), 62–69. https://doi.org/https://doi.org/10.52484/al_athfal.v2i1.140
Jeti, L., & Herliyani, O. Y. (2018). Stimulation of Social Emotional Development in Early Chilhood Education. International Journal of Education, 2324(1), 86–106. https://doi.org/10.5281/zenodo.1422779
Karim, A., Istifadah, I., & Sholehani, A. (2023). Improving Verbal Linguistic Intelligence through The Picture Story Reading Method. GENIUS Indonesian Journal of Early Childhood Education, 4(1), 15–26. https://doi.org/10.35719/gns.v4i1.101
Kiser-Chuc, K. A. (2021). Reclaiming the multilingual narrative of children in the borderlands using a critical integration approach: A case study highlighting multilingual capital in the curriculum and classroom. In Research Anthology on Bilingual and Multilingual Education (p. 1208). IGI Global. https://doi.org/10.4018/978-1-6684-3690-5.ch061
Kurnia, D., Taufiq, M., & Silawati, E. (2018). Analisis Capaian Perkembangan Bahasa Anak Usia Dini dalam Kegiatan Pembelajaran dengan Metode Learning Based Resources. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 6(2). https://doi.org/10.17509/cd.v6i2.10520
Kusainun, N., & Berngacha, S. (2023). Introducing Children to Allah: Developing Religious Spirit in Elementary School Through Teaching Tawheed at Home. Jurnal Praktik Baik Pembelajaran Sekolah Dan Pesantren, 2(02), 52–61. https://doi.org/10.56741/pbpsp.v2i02.292
Lee, K.-J., & Kim, D.-W. (2021). The Relationship between the Cognitive Intelligence of Children Aged Five and the Multi-Factor Intelligence of Children Aged Nine. Early Childhood Education Research & Review, 25(2), 207–228. https://doi.org/10.32349/ECERR.2021.4.25.2.207
Lestari, I. (2018). Developing wordless picture book to improve the storytelling ability of 5 to 6 years old children. Cakrawala Pendidikan, 37(1), 30–41. https://doi.org/http://dx.doi.org/10.21831/cp.v37i1.13303
Lew, S., & Choi, J. (2022). Addressing unsolved educational problems about linguistically diverse children: perspectives of early childhood educators in South Korea. International Journal of Bilingual Education and Bilingualism, 25(4), 1194–1211. https://doi.org/10.1080/13670050.2020.1747976
Makkonen, T., Lavonen, J., & Tirri, K. (2022). Self-Evaluated Multiple Intelligences of Gifted Upper-Secondary-School Physics Students in Finland. Roeper Review, 44(1), 19–34. https://doi.org/10.1080/02783193.2021.2005205
Mancin, S., Sguanci, M., Andreoli, D., Soekeland, F., Anastasi, G., Piredda, M., & De Marinis, M. G. (2024). Systematic review of clinical practice guidelines and systematic reviews: A method for conducting comprehensive analysis. MethodsX, 12, 102532. https://doi.org/10.1016/j.mex.2023.102532
Mazzanti, C. V., & Karsli-Calamak, E. (2022). “Kind of interrupting”: teachers of young children understanding mathematics learning and linguistic diversity. International Journal of Qualitative Studies in Education, 35(2), 210–227. https://doi.org/10.1080/09518398.2020.1829740
McGowan, M. R., Holtzman, D. R., Coyne, T. B., & Miles, K. L. (2016). Predictive Ability of the SB5 Gifted Composite Versus the Full-Scale IQ Among Children Referred for Gifted Evaluations. Roeper Review, 38(1), 40–49. https://doi.org/10.1080/02783193.2015.1112864
McKean, C., & Reilly, S. (2023). Creating the conditions for robust early language development for all: Part two: Evidence informed public health framework for child language in the early years. International Journal of Language & Communication Disorders, 58(6), 2242–2264. https://doi.org/10.1111/1460-6984.12927
Michell, J. (2023). “Professor Spearman has drawn over-hasty conclusions”: Unravelling psychometrics’ “Copernican Revolution.” Theory & Psychology, 33(5), 661–680. https://doi.org/10.1177/09593543231179446
Miedijensky, S. (2018). Learning environment for the gifted—What do outstanding teachers of the gifted think? Gifted Education International, 34(3), 222–244. https://doi.org/10.1177/0261429417754204
Novayanty, A. A. (2021). Peningkatan Perilaku Moral pada Anak Usia 5-6 Tahun melalui Penggunaan Metode Bercerita. Instruksional, 2(2), 53. https://doi.org/10.24853/instruksional.2.2.53-61
Nurhayati, S., & Wahyuni, I. W. (2020). Pengembangan Kemampuan Anak Usia 5-6 Tahun. Indonesian Journal of Islamic Early Childhood Education, 5(1), 82–90. https://doi.org/https://doi.org/10.51529/ijiece.v5i1.208
Nuryanto, S. (2016). Penggunaan Metode Read Aloud Untuk Mendongeng Pada Anak Usia Dini. Jurnal AUDI, 1(1), 38–44. https://doi.org/https://doi.org/10.33061/ad.v1i1.1208
Oka, G. P. A. (2022). Media dan multimedia pembelajaran. Pascal Books. Google Scholar
Oktamarin, L., Kurniati, F., Sholekhah, M., Nurjanah, S., Oktaria, S. W., Sukmawati, S., & Apriyani, T. (2022). Gangguan Kecemasan (Axiety Disorder) pada Anak Usia Dini. Jurnal Multidisipliner Bharasumba, 1(02), 119–134. https://doi.org/10.62668/bharasumba.v1i02.192
Öpengin, E., & Bal Sezerel, B. (2023). The cognitive profiles of gifted children: A latent profile analysis using the ASIS. Journal of Pedagogical Research, 7(4), 400–413. https://doi.org/10.33902/JPR.202322752
Osman, W. S. W., & Yunus, M. M. (2012). Malaysian Gifted Students: The Use of General Intelligence as a Substitute in the Absence of Specified-domain Intelligence in Language Learning. The International Journal of Learning: Annual Review, 18(4), 275–288. https://doi.org/10.18848/1447-9494/CGP/v18i04/47557
Ozcan, D., & Kotek, A. (2015). What do the Teachers Think about Gifted Students? Procedia-Social and Behavioral Sciences, 190, 569–573. https://doi.org/10.1016/j.sbspro.2015.05.044
Palfreyman, S. (2012). How to do a Systematic Literature Review in Nursing – A Step-by-Step GuideHow to do a Systematic Literature Review in Nursing – A Step-by-Step Guide. In Nursing Standard (Vol. 27, Issue 7, pp. 30–30). https://doi.org/10.7748/ns2012.10.27.7.30.b1423
Pertiwi, A. B., Rahmawati, A., & Hafidah, R. (2021). Metode Pembelajaran Kosakata Bahasa Inggris pada Anak Usia Dini. Kumara Cendekia, 9(2), 95. https://doi.org/10.20961/kc.v9i2.49037
Peters, S. J. (2022). The Challenges of Achieving Equity Within Public School Gifted and Talented Programs. Gifted Child Quarterly, 66(2), 82–94. https://doi.org/10.1177/00169862211002535
Piirto, J. (2021). Talented children and adults: Their development and education. Routledge. Google Scholar
Prasanna, A., Anakkathil Anil, M., Bajaj, G., & Bhat, J. S. (2024). Teacher’s practice and perception of the influence of stories during preschool child development: A cross-sectional study from ethnically diverse South Indian city. Child Language Teaching and Therapy, 40(1), 5–23. https://doi.org/10.1177/02656590241228419
Purbaningrum, E., & Rofiah, K. (2020). Bina Bicara Bagi Anak Berkebutuhan Khusus. Jakad Media Publishing. Google Scholar
Rahayu, T., & Syafril, S. (2018). Cara Mensintesiskan Literature Review Dalam Penelitian. https://doi.org/10.31227/osf.io/4kqa2
Ramadhani, F., Rahayu, Z. R., & Halid, E. (2022). Pemerolehan Sintaksis Anak Usia 5 Tahun Di Kenagarian Koto Baru Kecamatan Kubung Kabupaten Solok (Kajian Psikolinguistik). JELISA (Jurnal Edukasi dan Literasi Bahasa), 3(2), 213–225. https://doi.org/https://doi.org/10.36665/jelisa.v4i2.663
Renzulli, J. S. (2020). Promoting Social Capital by Expanding the Conception of Giftedness. Talent, 10(1), 2–20. https://doi.org/10.46893/talent.757477
Ribino, P. (2023). The role of politeness in human–machine interactions: a systematic literature review and future perspectives. Artificial Intelligence Review, 56(S1), 445–482. https://doi.org/10.1007/s10462-023-10540-1
Rinn, A. N. (2018). Social and emotional considerations for gifted students. In APA handbook of giftedness and talent. (pp. 453–464). American Psychological Association. https://doi.org/10.1037/0000038-029
Robinson, N. M. (2021). The Value of Traditional Assessments as Approaches to Identifying Academically Gifted Students. In Alternative Assessments (pp. 157–174). Routledge. https://doi.org/10.4324/9781003232988-9
Rohman, A. (2022). Literasi dalam Meningkatkan Kemampuan Berpikir Kritis di Era Disrupsi. EUNOIA (Jurnal Pendidikan Bahasa Indonesia), 2(1), 40. https://doi.org/10.30821/eunoia.v2i1.1318
Saputri, A., Syafril, S., Yetri, Y., & Yusof, R. (2024). Planning Program for Gifted and Talented Students in Madrasa. Journal of Innovation in Educational and Cultural Research, 5(2), 238–251. https://doi.org/10.46843/jiecr.v5i2.1554
Sari, A. (2021). Perkembangan Bahasa Anak Usia Dini 5-6 Tahun Ditinjau dari Aspek Sintaksis dan Pragmatik. Jurnal Kualita Pendidikan, 2(2), 102–106. https://doi.org/10.51651/jkp.v2i2.44
Sari, D. P., Rahman, I. K., & Ramly, A. T. (2022). Pengembangan metode pembelajaran kreativitas pembelajaran iman dan taqwa (IMTAQ) untuk Anak Berkebutuhan Khusus (ABK). Idarah Tarbawiyah: Journal of Management in Islamic Education, 3(2), 61. https://doi.org/10.32832/itjmie.v3i2.5667
Sari, R. P. (2019). Kreativitas Bermain Anak Usia Dini. Incrementapedia: Jurnal Pendidikan Anak Usia Dini, 1(1), 10–23. https://jurnal.unipasby.ac.id/index.php/incrementapedia/article/view/1870
Sarouphim, K. M. (1999). DISCOVER: A Promising Alternative Assessment for the Identification of Gifted Minorities. Gifted Child Quarterly, 43(4), 244–251. https://doi.org/10.1177/001698629904300403
Sarouphim, K. M. (2000). Internal structure of DISCOVER: A performance-based assessment. Journal for the Education of the Gifted, 23(3), 314–327. https://doi.org/http://eric.ed.gov/?id=EJ609790
Sarouphim, K. M. (2005). Discover: Across the Spectrum of Grades: A Promising Alternative Assessment for Minority Identification? Gifted and Talented International, 20(2), 70–77. https://doi.org/10.1080/15332276.2005.11673455
Sarouphim, K. M. (2007). Discover Travels to Lebanon. Gifted and Talented International, 22(2), 45–53. https://doi.org/10.1080/15332276.2007.11673494
Sarouphim, K. M. (2009). The use of a Performance Assessment for Identifying Gifted Lebanese Students: Is Discover Effective? Journal for the Education of the Gifted, 33(2), 275–295. https://doi.org/10.1177/016235320903300206
Sentosa, A. R., & Apriliani, N. (2020). Pemerolehan Bahasa Pada Anak Usia Dini (Kajian Psikolinguistik). Seminar Nasional Pendidikan, 1–7. https://doi.org/https://prosiding.unma.ac.id/index.php/semnasfkip/article/view/293
Shafiq, S., Mashkoor, A., Mayr-Dorn, C., & Egyed, A. (2021). A Literature Review of Using Machine Learning in Software Development Life Cycle Stages. IEEE Access, 9, 140896–140920. https://doi.org/10.1109/ACCESS.2021.3119746
Shahpo, S. M., & Alfadil, N. H. (2021). Multiple Intelligences and the Evaluation of Giftedness with a Sample of Gifted Secondary Students. Scientific Journal of King Faisal University, 22(1), 50–61. https://doi.org/10.37575/h/edu/2213
Shavit, Y., Friedman, I., Gal, J., & Vaknin, D. (2018). Emerging Early Childhood Inequality: On the Relationship between Poverty, Sensory Stimulation, Child Developement, and Achievement. In Taub Centre (Issue June). https://doi.org/https://www.taubcenter.org.il/wp-content/uploads/2020/12/emergingearlychildhoodinequalityengeng-1.pdf
Shearer, C. B. (2020). Multiple Intelligences in Gifted and Talented Education: Lessons Learned From Neuroscience After 35 Years. Roeper Review, 42(1), 49–63. https://doi.org/10.1080/02783193.2019.1690079
Silawati, E. (2018). Stimulasi Guru pada Pembelajaran Bahasa Anak Usia Dini. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 3(2). https://doi.org/10.17509/cd.v3i2.10334
Snikkers-Mommer, S., Hoekman, J., Mayo, A., & Minnaert, A. (2024). Triggered and maintained engagement with learning among gifted children in primary education. Frontiers in Education, 9(2), 163–182. https://doi.org/10.3389/feduc.2024.1164498
Suardipa, I. P. (2020). Proses Scaffolding pada Zone of Proximal Development (ZPD) dalam Pembelajaran. Widyacarya, 4(1), 79–92. https://doi.org/https://doi.org/10.55115/widyacarya.v4i1.555
Sugiyanti, S. (2021). Perkembangan Bahasa Fonetik dan Sintaksis Anak Usia Dini (Usia 3-4 Tahun). Jurnal Kualita Pendidikan, 2(2), 124–130. https://doi.org/10.51651/jkp.v2i2.48
Suryana, D. (2016). Pendidikan Anak Usia Dini: Stimulasi & Aspek Perkembangan Anak. In Kencana. Prenada Media. Google Scholar
Syafril, S., Yaumas, N., Ishak, N., Yusof, R., Jaafar, A., Yunus, M., & Sugiharta, I. (2020). Characteristics and educational needs of gifted young scientists: a focus group study. Journal for the Education of Gifted Young Scientists, 8(2), 947–954. https://doi.org/10.17478/jegys.691713
Tanfidiyah, N., & Utama, F. (2019). Mengembangkan Kecerdasan Linguistik Anak Usia Dini Melalui Metode Cerita. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 4(3), 9–18. https://doi.org/10.14421/jga.2019.43-02
Trail, B. A. (2022). Twice-Exceptional Gifted Children. In Twice-Exceptional Gifted Children: Understanding, Teaching, and Counseling Gifted Students. Routledge. https://doi.org/10.4324/9781003261216
Triandini, E., Jayanatha, S., Indrawan, A., Werla Putra, G., & Iswara, B. (2019). Metode Systematic Literature Review untuk Identifikasi Platform dan Metode Pengembangan Sistem Informasi di Indonesia. Indonesian Journal of Information Systems, 1(2), 63. https://doi.org/10.24002/ijis.v1i2.1916
Vista, A. (2015). Equity in cross-cultural gifted screening from a Philippine perspective. Gifted Education International, 31(3), 232–243. https://doi.org/10.1177/0261429414526657
Wahsheh, N. A., Khasawneh, Y. J., Barahmeh, R. R., & Albadarneh, A. M. (2024). The Level of Multiple Intelligences among Teachers of Gifted Students in Ajloun Governorate. Journal of Statistics Applications & Probability, 13(3), 999–1010. https://doi.org/10.18576/jsap/130313
Wan, Y. N. (2024). Exploring Interpersonal Meanings of Report Cards and WISC-V Scores: A Case Study of a Gifted Child. Theory and Practice in Language Studies, 14(6), 1664–1675. https://doi.org/10.17507/tpls.1406.07
Wekke, I. S. (2015). Arabic Teaching and Learning: A Model from Indonesian Muslim Minority. Procedia - Social and Behavioral Sciences, 191, 286–290. https://doi.org/10.1016/j.sbspro.2015.04.236
Wirth, A., Ehmig, S. C., Drescher, N., Guffler, S., & Niklas, F. (2020). Facets of the Early Home Literacy Environment and Children’s Linguistic and Socioemotional Competencies. Early Education and Development, 31(6), 892–909. https://doi.org/10.1080/10409289.2019.1706826
Yusof, R., Mokhtar, M., Ain Sulaiman, S. N., Syafril, S., & Mohtar, M. (2020). Consistency between personality career interest with sciences field among gifted and talented students. Journal for the Education of Gifted Young Scientists, 8(3), 1147–1161. https://doi.org/10.17478/JEGYS.667323
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Regina Dwijayanti, Syafrimen Syafril
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
