tag:blogger.com,1999:blog-28261277169390666892024-03-05T02:26:24.394-08:00Perkembangan Peserta DidikDEVI AJAhttp://www.blogger.com/profile/08579673400760161410noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-2826127716939066689.post-13757557683023626792011-03-11T20:33:00.000-08:002011-03-11T20:33:29.969-08:00. MASALAH YANG SERING TIMBUL PADA ANAK KREATIFAnak-anak kreatif, meskipun memiliki kemampuan atau kelebihan dibandingkan dengan anak-anak pada umumnya, bukan berarti selalu mulus dalam perkembangan psikologisnya. Disamping potensi kreatifnya itu jika tidak mendapatkan penanganan secara baik justru seringkali menimbulkan masalah pada dirinya. Berkenaan dengan ini. Dedi Supriadi (1994) mengemukakan sejumlah masalah yang sering timbul atau dialami oleh anak-anak kreatif, yaitu sebagai berikut.<br />
<br />
<a name='more'></a>1. Pilihan karier yang tidak realistis<br />
Anak-anak kreatif sering kali cenderung memiliki pilihan karier yang tidak realistis, kurang populer, dan tidak lazim. Merka juga memiliki banyak alternatif dalam menentukan karier yang akan ditempuhnya dan bahkan cenderung berubah-ubah. Kondisi psikologis seperti ini jika tidak mendapatkan bimbingan secara baik dapat mengarahkan dirinya kepada pilihan karier yang kurang tepat. Akibatnya, dapat menimbulkan frustasi jika pilihannya tidak disadari oleh pemahaman yang cukup mengenai jenis karier yang akan dipilihnya.<br />
2. Hubungan dengan guru dan teman sebaya<br />
Anak-anak kreatif kadang-kadang mengalami hambatan. Mereka cenderung kritis, memiliki pendapatnya sendiri, berani mengemukakan ketidaksetujuannya terhadap pemikiran orang lain tidak mudah percaya, memiliki keinginan yang seringkali berbeda dengan teman-teman pada umumnya, serta tidak begitu senang untuk melekatkan diri kepada otoritas.<br />
3. Perkembangan yang tidak selaras<br />
Jika lingkungannya tidak dapat mengakomodasi keunggulan potensi kreatifnya itu, dapat muncul masaalah dalam diri anak-anak kretif. Masalah yang timbul disebut dengan istilah uneven development (perkembangan yang tidak selaras) antara kematangan intelektual dengan perkembangan aspek-aspek emosional dan sosialnya.<br />
4. Tiadanya tokoh-tokoh ideal<br />
Anak-anak kreatif cenderung memiliki tokoh-tokoh orang besar yang sangat diidealkan dalam hidupnya. Tokoh-tokoh ideal bisa berada dekat di lingkungan sekitarnya, tetapi dapt juga berada di tempat yang jauh dan sulit dijangkau. Jika tokoh idealnya berada di tempat yang jauh dan sulit dijangku. Jika tokoh idealnya berada ditempat yang jauh, anak-anak kreatif cenderung berusaha untuk dapat menjangkau melalui cara mereka sendiri. Kelangkaan tokoh ideal karena kelangkaan informasi dapat mengakibatkan anak-anak kreatif tersesat kepada pilihan tokoh ideal yang salah.DEVI AJAhttp://www.blogger.com/profile/08579673400760161410noreply@blogger.com1tag:blogger.com,1999:blog-2826127716939066689.post-26097779777472621532011-03-11T20:10:00.001-08:002011-03-11T20:10:44.557-08:00History of developments studentThe earliest student development theory — or <a href="http://en.wikipedia.org/wiki/Tradition">tradition</a> — in <a href="http://en.wikipedia.org/wiki/Europe">Europe</a> was <i><a href="http://en.wikipedia.org/wiki/In_loco_parentis">in loco parentis</a></i>.<sup class="reference" id="cite_ref-dallas_0-0"><a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_note-dallas-0"><span>[</span>1<span>]</span></a></sup> Schools acted on behalf of parents for the good of their students and concentrated on <a class="mw-redirect" href="http://en.wikipedia.org/wiki/Characterization" title="Characterization">character development</a> which mostly meant instilling students with traditional <a href="http://en.wikipedia.org/wiki/Christian_values">Christian values</a> through strict rules and enforced by rigid <a href="http://en.wikipedia.org/wiki/Discipline">discipline</a>.<sup class="reference" id="cite_ref-dallas_0-1"><a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_note-dallas-0"><span>[</span>1<span>]</span></a></sup> Thus the main focus was on the development of students' character rather than on their intellect.<sup class="reference" id="cite_ref-dallas_0-2"><a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_note-dallas-0"><span>[</span>1<span>]</span></a></sup><br />
The first changes came in the late nineteenth and early part of the twentieth century, with the increasing growth of universities and development of the <a class="mw-redirect" href="http://en.wikipedia.org/wiki/Social_science" title="Social science">social sciences</a> like <a href="http://en.wikipedia.org/wiki/Psychology">psychology</a>.<sup class="reference" id="cite_ref-dallas_0-3"><a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_note-dallas-0"><span>[</span>1<span>]</span></a></sup> By mid-twentieth century, theorists such as <a class="mw-redirect" href="http://en.wikipedia.org/wiki/B.F._Skinner" title="B.F. Skinner">B.F. Skinner</a> and <a href="http://en.wikipedia.org/wiki/Carl_Rogers">Carl Rogers</a> influenced the thinking about students and a new <a href="http://en.wikipedia.org/wiki/Paradigm">paradigm</a> developed: the <i>student services</i> paradigm as the name indicates stated that students should be provided with services they require in order to better gain knowledge.<sup class="reference" id="cite_ref-dallas_0-4"><a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_note-dallas-0"><span>[</span>1<span>]</span></a></sup><br />
Soon after, the student service paradigm started to be replaced by the <i>student development</i> paradigm.<sup class="reference" id="cite_ref-dallas_0-5"><a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_note-dallas-0"><span>[</span>1<span>]</span></a></sup> This paradigm was influenced by the growing body of psychological and sociological theories, reflecting the idea that students learn both in-class and out-of-class, and are influenced both by their <a href="http://en.wikipedia.org/wiki/Genetics">genetics</a> and <a href="http://en.wikipedia.org/wiki/Social_environment">social environment</a> (see <a class="mw-redirect" href="http://en.wikipedia.org/wiki/Nature_vs_nurture" title="Nature vs nurture">nature vs nurture</a> dilemma).<sup class="reference" id="cite_ref-dallas_0-6"><a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_note-dallas-0"><span>[</span>1<span>]</span></a></sup><br />
Basic assumptions guiding the student development movement:<sup class="reference" id="cite_ref-dallas_0-7"><a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_note-dallas-0"><span>[</span>1<span>]</span></a></sup><br />
<ol><li>Each student is a different individual with unique needs.</li>
<li>The entire environment of the student should be taken into account and used for education.</li>
<li>Student has a personal responsibility for getting educated.</li>
</ol><h2><span class="editsection">[<a href="http://en.wikipedia.org/w/index.php?title=Student_development_theories&action=edit&section=2" title="Edit section: Theories">edit</a>]</span> <span class="mw-headline" id="Theories">Theories</span></h2>Student development theories generally can be divided into five categories:<sup class="reference" id="cite_ref-dallas_0-8"><a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_note-dallas-0"><span>[</span>1<span>]</span></a></sup><br />
<ol><li><b>Psychosocial</b>. Psychosocial theories focus on long-term issues that tend to occur in sequence and are correlated with chronological age, concentrating on individuals progress through various '<a class="new" href="http://en.wikipedia.org/w/index.php?title=Life_stage&action=edit&redlink=1" title="Life stage (page does not exist)">life stages</a>' by accomplishing certain deeds.</li>
<li><b>Cognitive-Structural</b>. Cognitive-structural theories address how student perceives and rationalize their experiences.</li>
<li><b>Person-Environment</b>. Person-environment theories address interaction between <a class="mw-redirect" href="http://en.wikipedia.org/wiki/Conceptualization" title="Conceptualization">conceptualizations</a> of the college student and the college environment, looking at <a href="http://en.wikipedia.org/wiki/Behavior">behavior</a> as a <a class="mw-redirect" href="http://en.wikipedia.org/wiki/Social_function" title="Social function">social function</a> of the person and the environment. Those theories are particularly common in <a class="mw-redirect" href="http://en.wikipedia.org/wiki/Career_planning" title="Career planning">career planning</a>.</li>
<li><b>Humanistic Existential</b>. Humanistic existential theories concentrate on certain philosophical concepts about <a href="http://en.wikipedia.org/wiki/Human_nature">human nature</a>: freedom, responsibility, <a href="http://en.wikipedia.org/wiki/Self-actualization">self-actualization</a> and that education and personal growth is encouraged by <a href="http://en.wikipedia.org/wiki/Self-disclosure">self-disclosure</a>, <a href="http://en.wikipedia.org/wiki/Self-acceptance">self-acceptance</a> and <a href="http://en.wikipedia.org/wiki/Self-awareness">self-awareness</a>. These theories are used extensively in <a class="mw-redirect" href="http://en.wikipedia.org/wiki/Counseling" title="Counseling">counseling</a>.</li>
<li><b>Student Development Process Models</b>. Student development process models can be divided into abstract and practical.</li>
</ol>There are dozens of theories falling into these five families. Among the most known are:<sup class="reference" id="cite_ref-dallas_0-9"><a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_note-dallas-0"><span>[</span>1<span>]</span></a></sup><br />
<ul><li><a href="http://en.wikipedia.org/wiki/Arthur_W._Chickering">Arthur W. Chickering</a>'s <a href="http://en.wikipedia.org/wiki/Chickering%27s_theory_of_identity_development" title="Chickering's theory of identity development">theory of identity development</a></li>
<li><a href="http://en.wikipedia.org/wiki/William_G._Perry" title="William G. Perry">William Perry</a>'s Cognitive Theory of Student Development</li>
</ul><h2><span class="editsection">[<a href="http://en.wikipedia.org/w/index.php?title=Student_development_theories&action=edit&section=3" title="Edit section: References">edit</a>]</span> <span class="mw-headline" id="References">References</span></h2><div class="reflist" style="list-style-type: decimal;"> <ol class="references"><li id="cite_note-dallas-0">^ <a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_ref-dallas_0-0"><sup><i><b>a</b></i></sup></a> <a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_ref-dallas_0-1"><sup><i><b>b</b></i></sup></a> <a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_ref-dallas_0-2"><sup><i><b>c</b></i></sup></a> <a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_ref-dallas_0-3"><sup><i><b>d</b></i></sup></a> <a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_ref-dallas_0-4"><sup><i><b>e</b></i></sup></a> <a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_ref-dallas_0-5"><sup><i><b>f</b></i></sup></a> <a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_ref-dallas_0-6"><sup><i><b>g</b></i></sup></a> <a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_ref-dallas_0-7"><sup><i><b>h</b></i></sup></a> <a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_ref-dallas_0-8"><sup><i><b>i</b></i></sup></a> <a href="http://en.wikipedia.org/wiki/Student_development_theories#cite_ref-dallas_0-9"><sup><i><b>j</b></i></sup></a> <a class="external text" href="http://www.utdallas.edu/dept/ugraddean/theory.html" rel="nofollow">Student Development Theory</a>, University of Texas, Dallas, last accessed on 30 June 2006</li>
</ol></div><h2><span class="editsection">[<a href="http://en.wikipedia.org/w/index.php?title=Student_development_theories&action=edit&section=4" title="Edit section: Further reading">edit</a>]</span> <span class="mw-headline" id="Further_reading">Further reading</span></h2><ul><li>Astin, A. Student involvement: a developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308, 1984.</li>
<li>Creamer, Don G. (Ed.). Student Development in Higher Education: Theories, Practices and Future Directions. Cincinnati: ACPA, 1980.</li>
<li>Knefelkamp, Lee, Widick, Carole and Parker, Clyde (eds.). Applying New Developmental Findings. New Directions for Student Services No. 4. San Francisco: Jossey-Bass, 1978.</li>
<li>Miller, T.K. and Winston, Jr., R.B. "Human Development and Higher Education." In T.K. Miller, R.B. Winston, Jr. and Associates. Administration and Leadership in Student Affairs: Actualizing Student Development in Higher Education. Muncie, Indiana: Accelerated Development, Inc., 1991</li>
<li>Rodgers, R. F. "Student Development." In U. Delworth, G. R. Hanson, and Associates, Student Services: A Handbook for the Profession. San Francisco: Jossey-Bass, 1989.</li>
<li>Sanford, N. Self & society: social change and individual development. New York, NY: Atherton Press, 1967.</li>
<li>Strange, C. "Managing College Environments: Theory and Practice." In T.K. Miller, R. B. Winston, Jr. and Associates, Administration and Leadership in Student Affairs: Actualizing Student Development in Higher Education. Muncie, Indiana: Accelerated Development, Inc., 1991.</li>
<li>Strange, C. C., & Banning, J. H. (2001). Educating by design: Creating campus learning environments that work. San Francisco: Jossey-Bass.</li>
<li>Upcraft, M. Lee and Gardner, John L. (Eds.). The Freshman Year Experience. San Francisco: Jossey-Bass, 1989. p. 41–46.</li>
<li>Upcraft, M. Lee and Moore, Leila V. "Evolving Theoretical Perspectives of Student Development." In Margaret J. Barr, M. Lee Upcraft and Associates. New Futures for Student Affairs. San Francisco: Jossey-Bass, 1990.</li>
<li><a class="new" href="http://en.wikipedia.org/w/index.php?title=Rona_F._Flippo&action=edit&redlink=1" title="Rona F. Flippo (page does not exist)">Rona F. Flippo</a>, <a class="new" href="http://en.wikipedia.org/w/index.php?title=David_C._Caverly&action=edit&redlink=1" title="David C. Caverly (page does not exist)">David C. Caverly</a>, <i>Handbook of College Reading and Study Strategy Research</i>, <a class="external text" href="http://books.google.com/books?vid=ISBN0805830049&id=kdYlvg_tFkYC&pg=PA28&lpg=PA28&dq=%22student+development+theory%22&sig=dUkN8KsWnHwOljZwYLMLKMY9aoM" rel="nofollow">Google Print, p.28ff</a> Lawrence Erlbaum Associates, 1999, <a class="internal mw-magiclink-isbn" href="http://en.wikipedia.org/wiki/Special:BookSources/0805830049">ISBN 0-8058-3004-9</a></li>
</ul>DEVI AJAhttp://www.blogger.com/profile/08579673400760161410noreply@blogger.com0