TALENT-BASED EDUCATION IN INDONESIAN PRIMARY SCHOOLS: INTEGRATING KI HADJAR DEWANTARA"™S PHILOSOPHY FOR INCLUSIVE LEARNING
DOI:
https://doi.org/10.26418/jvip.v18i1.91512Keywords:
Talent-based education, Ki Hadjar Dewantara, elementary schools, learning motivation, national curriculumAbstract
Talent-based education has gained increasing attention in modern educational systems due to its potential to develop student's skills and interests optimally. This study aims to analyze the implementation of talent-based education in elementary schools from the perspective of Ki Hadjar Dewantara and to identify challenges and strategies to enhance its effectiveness. A qualitative research method was employed with a case study approach involving three elementary schools that have implemented talent-based education programs. Data were collected through in-depth interviews with school principals, teachers, students, and parents, as well as observations and document analysis. Thematic analysis was used to identify patterns and key challenges in the implementation of talent-based education. The findings indicate that talent-based education positively impacts students' learning motivation, self-confidence, and social skills. However, several key challenges were identified, including limited facilities, insufficient teacher training, and suboptimal integration with the national curriculum. This study also reveals that Ki Hadjar Dewantara"™s philosophy offers a more inclusive approach than the selection-based talent education models applied in various countries. Therefore, strengthening educational policies, institutional support, and continuous professional development for educators are essential factors in improving the effectiveness of these programs. This research contributes to the literature on talent-based education by highlighting a more flexible and inclusive culturally rooted approach. The findings are expected to serve as a foundation for policymakers and educators in designing an education system that is more adaptive and focused on optimizing students' potential.
Keywords: , , , , .
References
Agustina, D., Gleeson, M., & Hubbard, G. (2022). THE EFL TEACHERS’ PERCEPTIONS OF LEARNER AUTONOMY AND ITS DEVELOPMENT IN AN INDONESIAN CONTEXT. LLT Journal: Journal on Language and Language Teaching, 25(2), 520–535. Scopus. https://doi.org/10.24071/llt.v25i2.4801
Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open, 10(3). Scopus. https://doi.org/10.1177/2158244020938702
Anwar, A., & Sukirman, D. (2024). The impact of local content curriculum on students’ cultural awareness and identity in Indonesian elementary schools. Education 3-13. Scopus. https://doi.org/10.1080/03004279.2024.2402572
Badawi, B., Hakiki, M., Sahroni, S., Prihatmojo, A., & Hidayah, Y. (2024). Aligning Principal Leadership and Teacher Roles with the Demographic Bonus Towards Golden Indonesia 2045: The Case Study of a Vocational High School. TEM Journal, 13(3), 2226–2236. Scopus. https://doi.org/10.18421/TEM133-50
Baum, S. M. (2023). Talent Centered Model for Twice Exceptional Students. In Systems and Models for Developing Programs for the Gifted and Talented, Second Edition (pp. 17–48). Scopus. https://doi.org/10.4324/9781003419426-2
Blewitt, C., O’connor, A., Morris, H., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2020). Do curriculumâ€based social and emotional learning programs in early childhood education and care strengthen teacher outcomes? A systematic literature review. International Journal of Environmental Research and Public Health, 17(3). Scopus. https://doi.org/10.3390/ijerph17031049
Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Brandon, L. E., Reis, S. M., Renzulli, J. S., & Beghetto, R. A. (2024). Examining Teachers’ Perspectives of School-Based Opportunities and Support for Student Creativity with the ICI Index. Creativity Research Journal, 36(2), 245–262. https://doi.org/10.1080/10400419.2022.2110416
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Campbell, K. A., Orr, E., Durepos, P., Nguyen, L., Li, L., Whitmore, C., Gehrke, P., Graham, L., & Jack, S. M. (2021). Reflexive thematic analysis for applied qualitative health research. Qualitative Report, 26(6), 2011–2028. Scopus. https://doi.org/10.46743/2160-3715/2021.5010
Chey, S. (2024). Singapore’s 21st-century competencies through the complexity lens. In Curriculum Innovation in East Asian Schools: Contexts, Innovations and Impacts (pp. 31–51). Scopus. https://doi.org/10.4324/9781003396284-5
Chikowore, N. R. (2023). Observation as Data Collection. In The Handbook of Teaching Qualitative and Mixed Research Methods: A Step-by-Step Guide for Instructors (pp. 80–83). Scopus. https://doi.org/10.4324/9781003213277-21
Cook, A. L., Shah, A., Brodsky, L., & Morizio, L. J. (2017). Strengthening school-family-community engagement through community dialogues. Journal for Social Action in Counseling and Psychology, 9(1), 9–37. Scopus.
Cross, J. R., & Cross, T. L. (2022). A catalyst for change: Improving the world through talent development. In The Palgrave Handbook of Transformational Giftedness for Education (pp. 87–105). Scopus. https://doi.org/10.1007/978-3-030-91618-3_5
de Vries, K. (2020). Case study methodology. In Critical Qualitative Health Research: Exploring Philosophies, Politics and Practices (pp. 41–52). Scopus. https://doi.org/10.4324/9780429432774-2
ÄuriÅ¡ić, M., & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. Center for Educational Policy Studies Journal, 7(3), 137–153. Scopus.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. Scopus. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Ferary, D. (2021). On Ki Hadjar Dewantara’s Philosophy of Education. Nordic Journal of Comparative and International Education (NJCIE), 5(2), Article 2. https://doi.org/10.7577/njcie.4156
Ferary, D. (2023). A Philosophical Perspective on the Purpose of Education in Indonesia. In Comparative and Decolonial Studies in Philosophy of Education (pp. 51–71). Scopus. https://doi.org/10.1007/978-981-99-0139-5_4
Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245. Scopus. https://doi.org/10.1177/1077800405284363
Gagné, F. (2023). The Differentiated Model of Giftedness and Talent. In Systems and Models for Developing Programs for the Gifted and Talented, Second Edition (pp. 165–192). Scopus. https://doi.org/10.4324/9781003419426-7
González, K. S., Padrón, B. M., & Suárez, I. F. (2019). Emotional education in the teaching-learning process of higher education. Revista Cubana de Medicina Militar, 48(2), 462–470. Scopus.
Good, A., Sims, L., Clarke, K., & Russo, F. A. (2021). Indigenous youth reconnect with cultural identity: The evaluation of a community- and school-based traditional music program. Journal of Community Psychology, 49(2), 588–604. Scopus. https://doi.org/10.1002/jcop.22481
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102. Scopus. https://doi.org/10.1016/j.ijer.2020.101586
Halinen, I., & Järvinen, R. (2008). Towards inclusive education: The case of Finland. Prospects, 38(1), 77–97. Scopus. https://doi.org/10.1007/s11125-008-9061-2
Hwang, G.-J., & Chang, S.-C. (2016). Effects of a peer competition-based mobile learning approach on students’ affective domain exhibition in social studies courses. British Journal of Educational Technology, 47(6), 1217–1231. Scopus. https://doi.org/10.1111/bjet.12303
Israel, M. (with Internet Archive). (2006). Research ethics for social scientists: Between ethical conduct and regulatory compliance. London ; Thousand Oaks, Calif. : Sage. http://archive.org/details/researchethicsfo0000isra
Jahidi, I., Indrawati, D., Susanti, E., Nuraida, I., Rochaeni, A., & Hersusetiyati. (2024). Educator Competency and Capacity Development Model in the 21st Century Era (Study of Principal and Teacher Leadership Models in the Indonesian National Education “Merdeka Belajar†Program). Pakistan Journal of Life and Social Sciences, 22(2), 5119–5132. Scopus. https://doi.org/10.57239/PJLSS-2024-22.2.00382
John W. Creswell, & Cheryl N. Poth. (2018). Qualitative Inquiry and Research Design. SAGE Publications Inc. https://us.sagepub.com/en-us/nam/qualitative-inquiry-and-research-design/book266033
Jones, S. M., McGarrah, M. W., & Kahn, J. (2019). Social and Emotional Learning: A Principled Science of Human Development in Context. Educational Psychologist, 54(3), 129–143. Scopus. https://doi.org/10.1080/00461520.2019.1625776
Katchapakirin, K., & Anutariya, C. (2019). Computational thinking development challenges: Case studies in Thai primary education. 2, 362–371. Scopus.
Knott, E., Rao, A. H., Summers, K., & Teeger, C. (2022). Interviews in the social sciences. Nature Reviews Methods Primers, 2(1). Scopus. https://doi.org/10.1038/s43586-022-00150-6
Kurniawati, F. (2021). Exploring teachers’ inclusive education strategies in rural Indonesian primary schools. Educational Research, 63(2), 198–211. Scopus. https://doi.org/10.1080/00131881.2021.1915698
Lee, S.-Y. (2021). SUPPORTIVE ENVIRONMENTS FOR DEVELOPING TALENT2. In The Social and Emotional Development of Gifted Children: What do we Know? (pp. 191–204). Scopus. https://doi.org/10.4324/9781003238928-18
Legowo, M. A. P., & Suyanto, S. (2020). ICT-based talent scouting in the 21st century. 1469(1). Scopus. https://doi.org/10.1088/1742-6596/1469/1/012074
Leppisaari, I., & Vainio, L. (2019). Digital leap of teachers: Two Finnish examples of rethinking teacher professional development for the digital age. 168–179. Scopus.
Lincoln, Y. S., & Guba, E. G. (with Internet Archive). (1985). Naturalistic Inquiry. Beverly Hills, Calif. : Sage Publications. http://archive.org/details/naturalisticinqu00linc
Masjid, A. A., Sumarlam, S., Winarni, R., & Setiawan, B. (2023). Exploring Wisdom in Children’s Literature: Studies on the Values of Character Education in Poetry. International Journal of Society, Culture and Language, 11(3), 299–311. Scopus. https://doi.org/10.22034/ijscl.2023.2007293.3101
Nazeer-Ikeda, R. Z., & Gopinathan, S. (2022). Teacher Education in a Developmental State: Singapore’s Ecosystem Model. In Handbook of Research on Teacher Education: Innovations and Practices in Asia (pp. 11–35). Scopus. https://doi.org/10.1007/978-981-16-9785-2_2
Niemi, H. (2014). THE FINNISH EDUCATIONAL ECOSYSTEM: Working for Equity and High Learning utcomes. In Finnish Innovations and Technologies in Schools: A Guide owards New Ecosystems of Learning (pp. 3–20). Scopus. https://doi.org/10.1007/978-94-6209-749-0_1
Olszewski-Kubilius, P. (2024). Where Are We Now with the Implementation of the Talent Development Framework for Gifted Students and Where Do We Go in the Future? Education Sciences, 14(9). Scopus. https://doi.org/10.3390/educsci14090932
Pacadaljen, R. E. (2024). Integrating culturally-oriented activities in physical education: Analysis on the incidental learning and appreciation of learners to Philippine culture. Environment and Social Psychology, 9(10). Scopus. https://doi.org/10.59429/esp.v9i10.2698
Pak, K., Polikoff, M. S., Desimone, L. M., & SaldÃvar GarcÃa, E. (2020). The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform. AERA Open, 6(2), 2332858420932828. https://doi.org/10.1177/2332858420932828
Patton, M. Q. (2015). Qualitative Research & Evaluation Methods. SAGE Publications Inc. https://us.sagepub.com/en-us/nam/qualitative-research-evaluation-methods/book232962
Rahmawati, Y., Ridwan, A., Cahyana, U., & Wuryaningsih, T. (2020). The integration of ethnopedagogy in science learning to improve student engagement and cultural awareness. Universal Journal of Educational Research, 8(2), 662–671. Scopus. https://doi.org/10.13189/ujer.2020.080239
Ramos-Monsivais, C. L. (2023). Inclusion of Identity’s Formation and Diverse Sexual Orientation in Socio-Emotional Learning Programs of Secondary Education. Revista Electronica Educare, 27(3). Scopus. https://doi.org/10.15359/ree.27-3.17191
Reis, S. M., & Peters, P. M. (2021). Research on the Schoolwide Enrichment Model: Four decades of insights, innovation, and evolution. Gifted Education International, 37(2), 109–141. https://doi.org/10.1177/0261429420963987
Reis, S. M., Renzulli, J. S., Reis, S. M., & Renzulli, J. S. (1 C.E., January 1). The Schoolwide Enrichment Model: A Talent Development Approach Resulting in Opportunities, Resources, and Encouragement for All Students (the-schoolwide-enrichment-model) [Chapter]. Https://Services.Igi-Global.Com/Resolvedoi/Resolve.Aspx?Doi=10.4018/978-1-7998-8153-7.Ch004; IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-7998-8153-7.ch004
Robert K. Yin. (2018). Case Study Research and Applications. SAGE Publications Inc. https://us.sagepub.com/en-us/nam/case-study-research-and-applications/book250150
Simanjuntak, R. M., Milfayetty, S., & Darwin. (2024). Empowering teachers: Implementing the Tut Wuri Handayani supervision model to enhance teacher competence. International Journal of Evaluation and Research in Education, 13(6), 4189–4200. Scopus. https://doi.org/10.11591/ijere.v13i6.27579
Sternberg, R. J., Glăveanu, V., & Kaufman, J. C. (2024). In Quest of Creativity: Three Paths toward an Elusive Grail. Creativity Research Journal, 36(1), 155–175. https://doi.org/10.1080/10400419.2022.2107299
Sternberg, R. J., & Karami, S. (2022). An 8P Theoretical Framework for Understanding Creativity and Theories of Creativity. The Journal of Creative Behavior, 56(1), 55–78. https://doi.org/10.1002/jocb.516
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2021). The Talent Development Megamodel: A Domain-Specific Conceptual Framework Based on the Psychology of High Performance. In R. J. Sternberg & D. Ambrose (Eds.), Conceptions of Giftedness and Talent (pp. 425–442). Springer International Publishing. https://doi.org/10.1007/978-3-030-56869-6_24
Sugiharto, S. (2021). Explicating and framing Dewantara’s conduct pragmatism as a pragmatist philosophy of education. Journal of Philosophy of Education, 55(4–5), 793–806. Scopus. https://doi.org/10.1111/1467-9752.12574
Susilahati, S., Santoso, G., & Muhtadin, I. (2023, September 27). Development of Civic Education Through Civic Skills at Primary School. Proceedings of the 1st Pedagogika International Conference on Educational Innovation, PICEI 2022, 15 September 2022, Gorontalo, Indonesia. https://eudl.eu/doi/10.4108/eai.15-9-2022.2335936
Taufikin, T. (2021a). How to Be an Ideal Teacher?: A Content Analysis of Ki Hadjar Dewantara’s Thoughts. Southeast Asian Journal of Islamic Education, 4(1), 1–12.
Taufikin, T. (2021b). Pesantren as the Three Centers of Education Perspective of Ki Hadjar Dewantara. Dinamika Ilmu, 21(1), Article 1. https://doi.org/10.21093/di.v21i1.3149
Taufikin, T., & Ma’shumah, L. A. (2021). Ki Hajar Dewantara’s Perspective on The Concept of Independent Education and Its Relevance to The Independent Learning in Indonesia. Edukasia Islamika, 6(1), Article 1. https://doi.org/10.28918/jei.v6i1.560
Tomlinson, C. A. (with Internet Archive). (2017). How to differentiate instruction in academically diverse classrooms. Alexandria, Virginia : ASCD. http://archive.org/details/howtodifferentia0003toml
Tourón, J., & Santiago, R. (2015). Flipped Learning model and the development of talent at school. Revista de Educacion, 368, 33–65. Scopus. https://doi.org/10.4438/1988-592X-RE-2015-368-288
Vidergor, H. E., & VanTassel-Baska, J. (2020). Introduction to the Special Issue. Roeper Review, 42(3), 150–152. https://doi.org/10.1080/02783193.2020.1765456
Vreuls, J., van der Klink, M., Koeslag-Kreunen, M., Stoyanov, S., Boshuizen, H., & Nieuwenhuis, L. (n.d.). Responsive curriculum development: Which factors support breaking through institutional barriers? Journal of Vocational Education & Training, 0(0), 1–29. https://doi.org/10.1080/13636820.2023.2270470
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Jurnal Visi Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All articles published Open Access will be immediately and permanently free for everyone to read and download. Under the CC-BY-NC license, Creative Commons Attribution NonCommercial 4.0 International License http://creativecommons.org/licenses/by-nc/4.0/ This license permits use, distribution and reproduction in any medium for non-commercial purposes, provided the original work and source is properly cited.
