Resiliensi Siswa Gifted

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.