ANALISIS INTERAKSI DAN PERSEPSI GURU PRESCHOOL DALAM PELATIHAN PENDIDIKAN GIFTED AND TALENTED CHILDREN

Bunga, Okta Via (2025) ANALISIS INTERAKSI DAN PERSEPSI GURU PRESCHOOL DALAM PELATIHAN PENDIDIKAN GIFTED AND TALENTED CHILDREN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Keterbatasan kompetensi guru preschool dalam memahami karakteristik, kebutuhan, serta strategi pembelajaran yang tepat bagi siswa berbakat. Kondisi ini menuntut adanya pelatihan guru yang efektif, namun kualitas pelatihan seringkali dipengaruhi oleh bentuk interaksi dalam proses pelatihan serta persepsi guru terhadap relevansi dan kebermanfaatannya. Penelitian ini bertujuan untuk menganalisis interaksi guru dalam pelatihan pendidikan anak berbakat, baik dengan fasilitator maupun antar guru (peer-to-peer), serta mengeksplorasi persepsi guru terhadap pelatihan tersebut. Metode penelitian menggunakan Systematic Literature Review (SLR) dengan menganalisis sejumlah artikel yang relevan terkait pelatihan guru dalam konteks pendidikan berbakat. Analisis dilakukan secara sistematis terhadap data hasil penelitian, kemudian dikategorikan berdasarkan bentuk interaksi dan persepsi guru. jumlah dokumen analisis 24 jurnal internasional. Hasil penelitian menunjukkan bahwa interaksi guru dengan fasilitator berperan penting melalui mentoring dan coaching personal, evaluasi dan umpan balik, demonstrasi strategi pembelajaran, serta diskusi reflektif berbasis kasus nyata. Bahwa interaksi guru-guru melalui kolaborasi perencanaan, peer coching, komunitas, praktik, diskusi, serta microteacing memberikan kontribusi penting terhadap penguatan keterampilan praktis, keberanian mencoba strategi baru, dukungan emosional,dan terbentuknya kolaborasi berkelanjutan. Dari sisi persepsi, guru menilai pelatihan berbakat sangat bermanfaat karena meningkatkan kompetensi dan rasa percaya diri, namun mereka menekankan pentingnya keseimbangan antara teori dan praktik, strategi pembelajaran yang holistik, serta dukungan berkelanjutan pasca pelatihan. Kendala utama yang diidentifikasi adalah durasi pelatihan yang singkat, materi yang terlalu umum, serta kesulitan implementasi di sekolah dengan keterbatasan sumber daya. Kesimpulannya, pelatihan pendidikan berbakat bagi guru preschool efektif dirancang secara holistik, praktis, kontekstual, dan berkelanjutan, dengan mengutamakan interaksi aktif antara guru-fasilitator dan antar guru. Dukungan berkelanjutan melalui mentoring, komunitas praktik, serta pendekatan inklusif menjadi kunci untuk meningkatkan kualitas pengajaran bagi siswa berbakat. ABSTRACT The limited competence of preschool teachers in understanding the characteristics, needs, and appropriate instructional strategies for gifted students remains a challenge. This condition demands effective teacher training; however, the quality of such training is often influenced by the forms of interaction during the process and teachers‟ perceptions of its relevance and usefulness. This study aims to analyze teacher interactions in gifted education training, both with facilitators and among peers (peer-to-peer), as well as to explore teachers‟ perceptions of the training. The research employed a Systematic Literature Review (SLR) by analyzing 24 international journal articles relevant to teacher training in the context of gifted education. The analysis was conducted systematically on the research findings and categorized based on forms of interaction and teacher perceptions. The results reveal that teacher-facilitator interactions play a crucial role through personal mentoring and coaching, structured evaluation and feedback, demonstration of teaching strategies, and reflective case-based discussions. Meanwhile, peer-topeer interactions among teachers proved effective in collaborative planning, peer feedback, professional learning communities, informal discussions, and microteaching. These interactions significantly enhanced teachers‟ understanding of gifted students‟ characteristics, differentiation skills, reflective practices, and teaching confidence. In terms of perceptions, teachers considered gifted education training highly beneficial in improving competence and confidence; however, they emphasized the importance of balancing theory with practice, adopting holistic teaching strategies, and ensuring continuous support after training. The main challenges identified were the short duration of training, overly general or theoretical content, and difficulties in implementation in resource-limited schools. In conclusion, gifted education training for preschool teachers is effective when designed to be holistic, practical, contextual, and sustainable, prioritizing active interaction between teachers and facilitators as well as among peers. Continuous support through mentoring, professional learning communities, and inclusive approaches is key to improving the quality of teaching for gifted students.

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