Analysis of Learning Motivation of Gifted and Talented Children: an Islamic Perspective
Keywords:
gifted and talented children, Islamic perspective, learning motivation
Abstract
Learning motivation is influenced by intrinsic and extrinsic factors; gifted children quickly get bored with activities that do not match their abilities and need higher challenges to stay motivated. This study used the systematic literature review (SLR) method. Data collection used literature studies. The number of analyzed documents was 25 from highly reputable journals (Q1, Q2, Q3, Q4 and Sinta 2) obtained through Scopus, Springer, Eric, Sciendirect, Doaj, Taylor, and Google Scholar. The data were analyzed using Miles and Huberman's interactive qualitative analysis with the help of NVIVO software 12. The study results showed that the intrinsic learning motivation of gifted and talented children was more dominant than the extrinsic one. It includes liking challenges, high curiosity, creativity and innovation, and liking exploration. Strong learning motivation in gifted and talented children aligns substantially with Islamic values. The encouragement to continue learning, exploring knowledge, innovating, and exploring one's potential is an integral part of the implementation of Allah's command to seek knowledge and utilize the intellect that He has given. This not only contributes to the achievement of academic and professional success but also deepens their faith and piety in God Almighty. This research could contribute to understanding learning motivation from the Islamic perspective and increase the learning motivation of gifted and talented children based on Islamic teachings.
References
Agaliotis, I., & Kalyva, E. (2019). Motivational Differences of Greek Gifted and Non-Gifted High-Achieving and Gifted Under-Achieving Students. International Education Studies, 12(2), 45. https://doi.org/10.5539/ies.v12n2p45
Almutairi, N. M., Round, P. N., & Casinader, N. R. (2021). Gifted Education Through the Lens of Religion. International Education Studies, 14(4), 48. https://doi.org/10.5539/ies.v14n4p48
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6 PART 1), 359–372. https://doi.org/10.1037/h0043445
Aulina, C. N. (2018). Penerapan Metode Whole Brain Teaching dalam Meningkatkan Motivasi Belajar Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 1. https://doi.org/10.31004/obsesi.v2i1.1
Azhari, A., Mat Hazir, N., Yee, S., Joli, N., & Yusof, R. M. (2020). The Effects of Students Learning Styles to the Exam Result Among Gifted and Talented Students. International Journal of Education and Pedagogy (IJEAP), 2(4), 509–517. http://myjms.mohe.gov.my/index.php/ijeapJournalwebsite:http://myjms.mohe.gov.my/index.php/ijeaphttp://myjms.mohe.gov.my/index.php/ijeap
Azimi, Z. (2024). Motivasi Dalam Islam. Jurnal Tahqiqa : Jurnal Ilmiah Pemikiran Hukum Islam, 18(1), 61–69. https://doi.org/10.61393/tahqiqa.v18i1.209
Aziz, A. R., 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
Baqi, M. fu’ad abdul, & Usman, M. A. Bin. (2017). Al-Lu’Lu’ Wal Marjan (Shahih Bukhari Musli). Kompas Gramedia.
Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211–217. https://doi.org/10.1207/s15430421tip4403_5
Birlean, C., & Shore, B. M. (2021). Cognitive development of giftedness and talents: From theory to practice. In Introduction to gifted education (pp. 95–118). Routledge.
Brown, S. W., & Yakimowski, M. E. (1987). Intelligence Scores of Gifted Students on the WISC-R. Gifted Child Quarterly, 31(3), 130–134. https://doi.org/10.1177/001698628703100308
Cahyono, D. D., Hamda, M. K., & Prahastiwi, E. D. (2022). Pimikiran Abraham Maslow Tentang Motivasi Dalam Belajar. TAJDID: Jurnal Pemikiran Keislaman Dan Kemanusiaan, 6(1), 37–48. https://doi.org/10.52266/tadjid.v6i1.767
Chen, A. S., Bian, M., Nguyen, T. K., & Chang, C.-H. (2024). From curiosity to innovativeness: the mediating mechanisms of cultural intelligence and knowledge sharing behaviour. European Journal of Innovation Management, 27(2), 673–691.
Dai, D. Y., Moon, S. M., & Feldhusen, J. F. (1998). Achievement motivation and gifted students: A social cognitive perspective. Educational Psychologist, 33(3), 45–63. https://doi.org/10.1207/s15326985ep3302&3_1
Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of Intrinsic Motivation and Self-Determination. Intrinsic Motivation and Self-Determination in Human Behavior, 11–40. https://doi.org/10.1007/978-1-4899-2271-7_2
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104
Diezmann, C. M., & Watters, J. J. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted, 25(1), 7–31.
Dweck, C. S. (2008). Executive book summary mindset : the new psychology of success. Mindset the New Psycology of Success, 9. https://scholar.google.com/scholar_lookup?title=Mindset&publication_year=2017&author=C.S. Dweck
Ghasemi, F. (2023). School context and academic engagement: A longitudinal study on the mediating effect of the motivational self system. Motivation Science, 9(1), 42.
Gómez, C., & Ros, G. (2023). How transdisciplinary integration, creativity and student motivation interact in three STEAM projects for gifted education? Gifted Education International, 39(2), 247–262. https://journals.sagepub.com/doi/abs/10.1177/02614294231167744
Gottfried, A. E., & Gottfried, A. W. (1996). A Longitudinal Study of Academic Intrinsic Motivation in Intellectually Gifted Children: Childhood Through Early Adolescence. Gifted Child Quarterly, 40(4), 179–183. https://doi.org/10.1177/001698629604000402
Grant, B. A., & Piechowski, M. M. (1999). Theories and the good: Toward child-centered gifted education. Gifted Child Quarterly, 43(1), 4–12.
Halstead, J. M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. https://doi.org/10.1080/0305006042000284510
Haque, A., & Kamil, N. (2013). Islam, Muslims, and mental health. In Counseling Muslims (pp. 3–14). Routledge.
Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement Goals and Intrinsic Motivation. Journal of Personality and Social Psychology, 65(5), 904–915. https://doi.org/10.1037/0022-3514.65.5.904
Harmalis, H. (2019). Motivasi Belajar Dalam Perspektif Islam. Indonesian Journal of Counseling and Development, 1(1), 51–61. https://doi.org/10.32939/ijcd.v1i1.377
Heilat, M. Q., & Seifert, T. (2019). Mental motivation, intrinsic motivation and their relationship with emotional support sources among gifted and non-gifted Jordanian adolescents. Cogent Psychology, 6(1). https://doi.org/10.1080/23311908.2019.1587131
Hornstra, L., Mathijssen, A. C. S., Denissen, J. J. A., & Bakx, A. (2023). Academic motivation of intellectually gifted students and their classmates in regular primary school classes: A multidimensional, longitudinal, person- and variable-centered approach. Learning and Individual Differences, 107(July), 102345. https://doi.org/10.1016/j.lindif.2023.102345
Hur, C.-H., & Yee, Y.-H. (2008). The Relationship between the creativity and motivation of scientifically gifted students. Journal of Gifted/Talented Education, 18(2), 343–363. https://koreascience.kr/article/JAKO200816256326671.page
Irhamni, H., & Ashari, M. K. (2023). Digital Platform-Based Learning Innovation in Elementary Schools in The Industry 4.0 Era: Systematic Literature Review. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(2), 945–958. https://doi.org/10.37680/qalamuna.v15i2.3327
Jauhari, S., As’adah, R., & Rahman, H. Y. (2024). Qouliyah-Kauniyah Verse Relation (Integration of the Qur’an with Science in the Discourse of Interpretation)Vantassel Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practic. PROCEEDING INTERNATIONAL CONFERENCE ON ISLAM, LAW, AND SOCIETY, 3(1). https://incoils.or.id/index.php/INCOILS/article/view/137
Kashdan, T. B., & Silvia, P. J. (2009). Curiosity and interest: The benefits of thriving on novelty and challenge. Oxford Handbook of Positive Psychology, 2, 367–374.
Kitchenham, B., Pearl Brereton, O., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering - A systematic literature review. Information and Software Technology, 51(1), 7–15. https://doi.org/10.1016/j.infsof.2008.09.009
Li, Y., Emin, M., Zhou, Q., Zhang, J., & Hu, W. (2023). The relationship between epistemic curiosity and creativity: Research status and educational implications. Future in Educational Research, 1(2), 115–128.
Liao, L. (2006). A flow theory perspective on learner motivation and behavior in distance education. Distance Education, 27(1), 45–62.
Majid, R. A., Jelas, Z. M., & Ishak, N. M. (2012). Behavioral characteristics prototypes of academically talented students: Implications for educational interventions. Asian Social Science, 8(15), 298–305. https://doi.org/10.5539/ass.v8n15p298
Maslow, A. (2016). A Theory of Human Motivation - Abraham Maslow - Google Buku. In Midwest Journal Press. https://books.google.co.id/books?id=CkonDwAAQBAJ&printsec=frontcover&dq=maslow&hl=id&sa=X&ved=0ahUKEwij19Ssrv3nAhWFguYKHfDlAHAQ6AEILDAA#v=onepage&q=maslow&f=false
Mirvis, P. H. (1991). Flow: The Psychology of Optimal ExperienceFlow: The Psychology of Optimal Experience, by Csikszentmihalyi Michael. New York: Harper & Row, 1990, 303 pp., $19.95, cloth. Academy of Management Review, 16(3), 636–640. https://doi.org/10.5465/amr.1991.4279513
Moch, A., & Spring, S. (1990). Flow : The Psychology of Optimal Experience , by Michael Csik-. Academy of Management Review (1991), 16(3), 636–641.
Morgan, H. (2020). The gap in gifted education: can universal screening narrow it? Education, 140(4), 207–214. https://www.ingentaconnect.com/content/prin/ed/2020/00000140/00000004/art00005
Mujito, W. E. (2014). Konsep belajar menurut ki hadjar dewantara dan relevansinya dengan pendidikan agama islam. Jurnal Pendidikan Agama Islam, 11(1), 65–78.
Nisa, K., & Sujarwo, S. (2020). Efektivitas Komunikasi Guru terhadap Motivasi Belajar Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 229. https://doi.org/10.31004/obsesi.v5i1.534
Patrick, H., Gentry, M., Moss, J. D., & McIntosh, J. S. (2021a). Understanding Gifted and Talented Adolescents’ Motivation. The Handbook of Secondary Gifted Education, January, 185–209. https://doi.org/10.4324/9781003238829-8
Patrick, H., Gentry, M., Moss, J. D., & McIntosh, J. S. (2021b). Understanding Gifted and Talented Adolescents’ Motivation. The Handbook of Secondary Gifted Education, May 2016, 185–209. https://doi.org/10.4324/9781003238829-8
Renzulli, J. S. (1978). What Makes Giftedness? Reexamining a definition. Phi Delta Kappan,. 81–88. https://eric.ed.gov/?id=EJ190430
Renzulli, J. S. (2016). The three-ring conception of giftedness: A developmental model for promoting creative productivity. Prufrock Press Inc. https://psycnet.apa.org/record/2016-00316-003
Renzulli, J. S. (2017). The Three-Ring Conception of Giftedness : A Developmental Model For Promoting Creative Productivity Renzulli , J . S . ( 2016 ). The three-ring conception of giftedness . In S . M . Reis ( Ed .). Reflections On Gifted. January 2005, 173–192. https://psycnet.apa.org/record/2016-00316-003
Renzulli, J. S., & Reis, S. M. (2018). The three-ring conception of giftedness: A developmental approach for promoting creative productivity in young people. https://psycnet.apa.org/record/2017-32525-012
Renzulli, J. S., & Reis, S. M. (2021). The three ring conception of giftedness: A change in direction from being gifted to the development of gifted behaviors. Conceptions of Giftedness and Talent, 335–355. https://link.springer.com/chapter/10.1007/978-3-030-56869-6_19
Roqib, M. (2014). Pendidikan Anak Kreatif Perspektif Profetik. TADRIS: Jurnal Pendidikan Islam, 9(1), 17–33. http://tempojs2.iainmadura.ac.id/index.php/tadris/article/view/398
Rosila, N. yaacob. (2013). An Islamic Perspective on the Role of Education in Responding to Social Issues Among Students in Malaysia. US-China Education Review B, 3(6), 439–446. https://eric.ed.gov/?id=ED544118
Rotigel, J. V, & Fello, S. (2004). Mathematically gifted students: How can we meet their needs? Gifted Child Today, 27(4), 46–51.
Ryan, E. L. D. and R. (1998). Intrinsic Motivation and Self-Determination in Human Behavior (Issue september 2016). https://cir.nii.ac.jp/crid/1362262943564490112
Sandybayev, A. (2020). The Impact of E-Learning Technologies on Student’s Motivation: Student Centered Interaction in Business Education. International Journal of Research in Tourism and Hospitality, 6(2). https://doi.org/10.20431/2455-0043.0601002
Sateemae, M. (2022). EDUCATION IN AN ISLAMIC PERSPECTIVE With special reference to English Language Education EDUCATION IN AN ISLAMIC PERSPECTIVE With special reference to English Language Education. July. https://www.researchgate.net/profile/Mahsoom-Sateemae/publication/362061602_EDUCATION_IN_AN_ISLAMIC_PERSPECTIVE_With_special_reference_to_English_Language_Education_EDUCATION_IN_AN_ISLAMIC_PERSPECTIVE_With_special_reference_to_English_Language_Education/l
Sholehah, A. M., & Putro, K. Z. (2022). Anak Berbakat (Jenius Atau Gifted Children). Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 4(1), 304. https://doi.org/10.35473/ijec.v4i1.996
Sholihin, R. (2022). Motivasi Dalam Perspektif Pendidikan Islam. Educatioanl Journal: General and Specific Research, 2(3), 469–478.
Solari, E. (2014). Longitudinal prediction of 1st and 2nd grade English oral reading fluency in ELL. Journal of Adolescence, 74(4), 274–283. https://doi.org/10.1002/pits
Song, K., & Porath, M. (2006). Common and domain‐specific cognitive characteristics of gifted students: an integrated model of human abilities. High Ability Studies, 16(02), 229–246.
Steiner, H. H., & Carr, M. (2003). Cognitive development in gifted children: Toward a more precise understanding of emerging differences in intelligence. Educational Psychology Review, 15, 215–246.
Stewart, E. D. (1981). Learning styles among gifted/talented students: Instructional technique preferences. Exceptional Children, 48(2), 134–138. https://journals.sagepub.com/doi/abs/10.1177/001440298104800206
Syafril, S. (2021). Learning Content and Process for Academically Talented Students. Asian Social Science and Humanities Research Journal (ASHREJ), 3(1), 73–81. https://doi.org/10.37698/ashrej.v3i1.64
Syakur, M., & Amir, M. A. H. (2011). Al Muhalla (Abu Al Qosim Sulaiman Bin Ahmad Ath- Thabarani, Al Mu’jam Ash-Shaghir). Buku Islam Rahmatan.
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
Vygotsky, L. S. (1978). Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press. https://books.google.co.id/books?hl=id&lr=&id=RxjjUefze_oC&oi=fnd&pg=PA1&dq=Vygotsky,+L.+S.+(1978).+Mind+in+society:+The+development+of+higher+psychological+processes.+Massachusetts:+Harvard+University+Press.&ots=okwZX2s66p&sig=--RU5UGKjFQHD4i-PFQnRBKBBcs
Whitney, C. S., & Hirsch, G. (2007). A love for learning: Motivation and the gifted child. Great Potential Press, Inc. https://books.google.co.id/books?hl=id&lr=&id=hK_fIgSo-kQC&oi=fnd&pg=PR11&dq=A+Love+for+Learning+:+motivation+and+gifted+child&ots=S4i2a8TvW5&sig=BXiyTWUizd8Xqs3VtuB5sBkPeHY&redir_esc=y#v=onepage&q=A Love for Learning %3A motivation and gifted child&f=fal
Winbaktianur, W. (2021). Tumbuhkan kreativitas menjadi entrepreneur muslin di masa covid-19. ANTASARI PRESS.
Yana, V., Dani, M., & Purnomo, E. (2022). Menumbuhkan motivasi belajar perspektif Hadits Sunan Ibnu Majah. Tawazun: Jurnal Pendidikan Islam, 15(3), 369. https://doi.org/10.32832/tawazun.v15i3.7620
Zbainos, D., & Beloyianni, V. (2018). Creative ideation and motivated strategies for learning of academically talented students in Greek secondary school. Gifted and Talented International, 33(1–2), 3–14. https://www.tandfonline.com/doi/abs/10.1080/15332276.2018.1547620
Zubaedi, Z., Amin, A., Asiyah, A., Suhirman, S., Alimni, A., Amaliyah, A., & Agus Kurniawan, D. (2021). Learning style and motivation: gifted young students in meaningful learning. Journal for the Education of Gifted Young Scientists, 9(1), 57–66. https://doi.org/10.17478/jegys.817277
Almutairi, N. M., Round, P. N., & Casinader, N. R. (2021). Gifted Education Through the Lens of Religion. International Education Studies, 14(4), 48. https://doi.org/10.5539/ies.v14n4p48
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6 PART 1), 359–372. https://doi.org/10.1037/h0043445
Aulina, C. N. (2018). Penerapan Metode Whole Brain Teaching dalam Meningkatkan Motivasi Belajar Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 1. https://doi.org/10.31004/obsesi.v2i1.1
Azhari, A., Mat Hazir, N., Yee, S., Joli, N., & Yusof, R. M. (2020). The Effects of Students Learning Styles to the Exam Result Among Gifted and Talented Students. International Journal of Education and Pedagogy (IJEAP), 2(4), 509–517. http://myjms.mohe.gov.my/index.php/ijeapJournalwebsite:http://myjms.mohe.gov.my/index.php/ijeaphttp://myjms.mohe.gov.my/index.php/ijeap
Azimi, Z. (2024). Motivasi Dalam Islam. Jurnal Tahqiqa : Jurnal Ilmiah Pemikiran Hukum Islam, 18(1), 61–69. https://doi.org/10.61393/tahqiqa.v18i1.209
Aziz, A. R., 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
Baqi, M. fu’ad abdul, & Usman, M. A. Bin. (2017). Al-Lu’Lu’ Wal Marjan (Shahih Bukhari Musli). Kompas Gramedia.
Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211–217. https://doi.org/10.1207/s15430421tip4403_5
Birlean, C., & Shore, B. M. (2021). Cognitive development of giftedness and talents: From theory to practice. In Introduction to gifted education (pp. 95–118). Routledge.
Brown, S. W., & Yakimowski, M. E. (1987). Intelligence Scores of Gifted Students on the WISC-R. Gifted Child Quarterly, 31(3), 130–134. https://doi.org/10.1177/001698628703100308
Cahyono, D. D., Hamda, M. K., & Prahastiwi, E. D. (2022). Pimikiran Abraham Maslow Tentang Motivasi Dalam Belajar. TAJDID: Jurnal Pemikiran Keislaman Dan Kemanusiaan, 6(1), 37–48. https://doi.org/10.52266/tadjid.v6i1.767
Chen, A. S., Bian, M., Nguyen, T. K., & Chang, C.-H. (2024). From curiosity to innovativeness: the mediating mechanisms of cultural intelligence and knowledge sharing behaviour. European Journal of Innovation Management, 27(2), 673–691.
Dai, D. Y., Moon, S. M., & Feldhusen, J. F. (1998). Achievement motivation and gifted students: A social cognitive perspective. Educational Psychologist, 33(3), 45–63. https://doi.org/10.1207/s15326985ep3302&3_1
Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of Intrinsic Motivation and Self-Determination. Intrinsic Motivation and Self-Determination in Human Behavior, 11–40. https://doi.org/10.1007/978-1-4899-2271-7_2
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104
Diezmann, C. M., & Watters, J. J. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted, 25(1), 7–31.
Dweck, C. S. (2008). Executive book summary mindset : the new psychology of success. Mindset the New Psycology of Success, 9. https://scholar.google.com/scholar_lookup?title=Mindset&publication_year=2017&author=C.S. Dweck
Ghasemi, F. (2023). School context and academic engagement: A longitudinal study on the mediating effect of the motivational self system. Motivation Science, 9(1), 42.
Gómez, C., & Ros, G. (2023). How transdisciplinary integration, creativity and student motivation interact in three STEAM projects for gifted education? Gifted Education International, 39(2), 247–262. https://journals.sagepub.com/doi/abs/10.1177/02614294231167744
Gottfried, A. E., & Gottfried, A. W. (1996). A Longitudinal Study of Academic Intrinsic Motivation in Intellectually Gifted Children: Childhood Through Early Adolescence. Gifted Child Quarterly, 40(4), 179–183. https://doi.org/10.1177/001698629604000402
Grant, B. A., & Piechowski, M. M. (1999). Theories and the good: Toward child-centered gifted education. Gifted Child Quarterly, 43(1), 4–12.
Halstead, J. M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. https://doi.org/10.1080/0305006042000284510
Haque, A., & Kamil, N. (2013). Islam, Muslims, and mental health. In Counseling Muslims (pp. 3–14). Routledge.
Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement Goals and Intrinsic Motivation. Journal of Personality and Social Psychology, 65(5), 904–915. https://doi.org/10.1037/0022-3514.65.5.904
Harmalis, H. (2019). Motivasi Belajar Dalam Perspektif Islam. Indonesian Journal of Counseling and Development, 1(1), 51–61. https://doi.org/10.32939/ijcd.v1i1.377
Heilat, M. Q., & Seifert, T. (2019). Mental motivation, intrinsic motivation and their relationship with emotional support sources among gifted and non-gifted Jordanian adolescents. Cogent Psychology, 6(1). https://doi.org/10.1080/23311908.2019.1587131
Hornstra, L., Mathijssen, A. C. S., Denissen, J. J. A., & Bakx, A. (2023). Academic motivation of intellectually gifted students and their classmates in regular primary school classes: A multidimensional, longitudinal, person- and variable-centered approach. Learning and Individual Differences, 107(July), 102345. https://doi.org/10.1016/j.lindif.2023.102345
Hur, C.-H., & Yee, Y.-H. (2008). The Relationship between the creativity and motivation of scientifically gifted students. Journal of Gifted/Talented Education, 18(2), 343–363. https://koreascience.kr/article/JAKO200816256326671.page
Irhamni, H., & Ashari, M. K. (2023). Digital Platform-Based Learning Innovation in Elementary Schools in The Industry 4.0 Era: Systematic Literature Review. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(2), 945–958. https://doi.org/10.37680/qalamuna.v15i2.3327
Jauhari, S., As’adah, R., & Rahman, H. Y. (2024). Qouliyah-Kauniyah Verse Relation (Integration of the Qur’an with Science in the Discourse of Interpretation)Vantassel Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practic. PROCEEDING INTERNATIONAL CONFERENCE ON ISLAM, LAW, AND SOCIETY, 3(1). https://incoils.or.id/index.php/INCOILS/article/view/137
Kashdan, T. B., & Silvia, P. J. (2009). Curiosity and interest: The benefits of thriving on novelty and challenge. Oxford Handbook of Positive Psychology, 2, 367–374.
Kitchenham, B., Pearl Brereton, O., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering - A systematic literature review. Information and Software Technology, 51(1), 7–15. https://doi.org/10.1016/j.infsof.2008.09.009
Li, Y., Emin, M., Zhou, Q., Zhang, J., & Hu, W. (2023). The relationship between epistemic curiosity and creativity: Research status and educational implications. Future in Educational Research, 1(2), 115–128.
Liao, L. (2006). A flow theory perspective on learner motivation and behavior in distance education. Distance Education, 27(1), 45–62.
Majid, R. A., Jelas, Z. M., & Ishak, N. M. (2012). Behavioral characteristics prototypes of academically talented students: Implications for educational interventions. Asian Social Science, 8(15), 298–305. https://doi.org/10.5539/ass.v8n15p298
Maslow, A. (2016). A Theory of Human Motivation - Abraham Maslow - Google Buku. In Midwest Journal Press. https://books.google.co.id/books?id=CkonDwAAQBAJ&printsec=frontcover&dq=maslow&hl=id&sa=X&ved=0ahUKEwij19Ssrv3nAhWFguYKHfDlAHAQ6AEILDAA#v=onepage&q=maslow&f=false
Mirvis, P. H. (1991). Flow: The Psychology of Optimal ExperienceFlow: The Psychology of Optimal Experience, by Csikszentmihalyi Michael. New York: Harper & Row, 1990, 303 pp., $19.95, cloth. Academy of Management Review, 16(3), 636–640. https://doi.org/10.5465/amr.1991.4279513
Moch, A., & Spring, S. (1990). Flow : The Psychology of Optimal Experience , by Michael Csik-. Academy of Management Review (1991), 16(3), 636–641.
Morgan, H. (2020). The gap in gifted education: can universal screening narrow it? Education, 140(4), 207–214. https://www.ingentaconnect.com/content/prin/ed/2020/00000140/00000004/art00005
Mujito, W. E. (2014). Konsep belajar menurut ki hadjar dewantara dan relevansinya dengan pendidikan agama islam. Jurnal Pendidikan Agama Islam, 11(1), 65–78.
Nisa, K., & Sujarwo, S. (2020). Efektivitas Komunikasi Guru terhadap Motivasi Belajar Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 229. https://doi.org/10.31004/obsesi.v5i1.534
Patrick, H., Gentry, M., Moss, J. D., & McIntosh, J. S. (2021a). Understanding Gifted and Talented Adolescents’ Motivation. The Handbook of Secondary Gifted Education, January, 185–209. https://doi.org/10.4324/9781003238829-8
Patrick, H., Gentry, M., Moss, J. D., & McIntosh, J. S. (2021b). Understanding Gifted and Talented Adolescents’ Motivation. The Handbook of Secondary Gifted Education, May 2016, 185–209. https://doi.org/10.4324/9781003238829-8
Renzulli, J. S. (1978). What Makes Giftedness? Reexamining a definition. Phi Delta Kappan,. 81–88. https://eric.ed.gov/?id=EJ190430
Renzulli, J. S. (2016). The three-ring conception of giftedness: A developmental model for promoting creative productivity. Prufrock Press Inc. https://psycnet.apa.org/record/2016-00316-003
Renzulli, J. S. (2017). The Three-Ring Conception of Giftedness : A Developmental Model For Promoting Creative Productivity Renzulli , J . S . ( 2016 ). The three-ring conception of giftedness . In S . M . Reis ( Ed .). Reflections On Gifted. January 2005, 173–192. https://psycnet.apa.org/record/2016-00316-003
Renzulli, J. S., & Reis, S. M. (2018). The three-ring conception of giftedness: A developmental approach for promoting creative productivity in young people. https://psycnet.apa.org/record/2017-32525-012
Renzulli, J. S., & Reis, S. M. (2021). The three ring conception of giftedness: A change in direction from being gifted to the development of gifted behaviors. Conceptions of Giftedness and Talent, 335–355. https://link.springer.com/chapter/10.1007/978-3-030-56869-6_19
Roqib, M. (2014). Pendidikan Anak Kreatif Perspektif Profetik. TADRIS: Jurnal Pendidikan Islam, 9(1), 17–33. http://tempojs2.iainmadura.ac.id/index.php/tadris/article/view/398
Rosila, N. yaacob. (2013). An Islamic Perspective on the Role of Education in Responding to Social Issues Among Students in Malaysia. US-China Education Review B, 3(6), 439–446. https://eric.ed.gov/?id=ED544118
Rotigel, J. V, & Fello, S. (2004). Mathematically gifted students: How can we meet their needs? Gifted Child Today, 27(4), 46–51.
Ryan, E. L. D. and R. (1998). Intrinsic Motivation and Self-Determination in Human Behavior (Issue september 2016). https://cir.nii.ac.jp/crid/1362262943564490112
Sandybayev, A. (2020). The Impact of E-Learning Technologies on Student’s Motivation: Student Centered Interaction in Business Education. International Journal of Research in Tourism and Hospitality, 6(2). https://doi.org/10.20431/2455-0043.0601002
Sateemae, M. (2022). EDUCATION IN AN ISLAMIC PERSPECTIVE With special reference to English Language Education EDUCATION IN AN ISLAMIC PERSPECTIVE With special reference to English Language Education. July. https://www.researchgate.net/profile/Mahsoom-Sateemae/publication/362061602_EDUCATION_IN_AN_ISLAMIC_PERSPECTIVE_With_special_reference_to_English_Language_Education_EDUCATION_IN_AN_ISLAMIC_PERSPECTIVE_With_special_reference_to_English_Language_Education/l
Sholehah, A. M., & Putro, K. Z. (2022). Anak Berbakat (Jenius Atau Gifted Children). Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 4(1), 304. https://doi.org/10.35473/ijec.v4i1.996
Sholihin, R. (2022). Motivasi Dalam Perspektif Pendidikan Islam. Educatioanl Journal: General and Specific Research, 2(3), 469–478.
Solari, E. (2014). Longitudinal prediction of 1st and 2nd grade English oral reading fluency in ELL. Journal of Adolescence, 74(4), 274–283. https://doi.org/10.1002/pits
Song, K., & Porath, M. (2006). Common and domain‐specific cognitive characteristics of gifted students: an integrated model of human abilities. High Ability Studies, 16(02), 229–246.
Steiner, H. H., & Carr, M. (2003). Cognitive development in gifted children: Toward a more precise understanding of emerging differences in intelligence. Educational Psychology Review, 15, 215–246.
Stewart, E. D. (1981). Learning styles among gifted/talented students: Instructional technique preferences. Exceptional Children, 48(2), 134–138. https://journals.sagepub.com/doi/abs/10.1177/001440298104800206
Syafril, S. (2021). Learning Content and Process for Academically Talented Students. Asian Social Science and Humanities Research Journal (ASHREJ), 3(1), 73–81. https://doi.org/10.37698/ashrej.v3i1.64
Syakur, M., & Amir, M. A. H. (2011). Al Muhalla (Abu Al Qosim Sulaiman Bin Ahmad Ath- Thabarani, Al Mu’jam Ash-Shaghir). Buku Islam Rahmatan.
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
Vygotsky, L. S. (1978). Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press. https://books.google.co.id/books?hl=id&lr=&id=RxjjUefze_oC&oi=fnd&pg=PA1&dq=Vygotsky,+L.+S.+(1978).+Mind+in+society:+The+development+of+higher+psychological+processes.+Massachusetts:+Harvard+University+Press.&ots=okwZX2s66p&sig=--RU5UGKjFQHD4i-PFQnRBKBBcs
Whitney, C. S., & Hirsch, G. (2007). A love for learning: Motivation and the gifted child. Great Potential Press, Inc. https://books.google.co.id/books?hl=id&lr=&id=hK_fIgSo-kQC&oi=fnd&pg=PR11&dq=A+Love+for+Learning+:+motivation+and+gifted+child&ots=S4i2a8TvW5&sig=BXiyTWUizd8Xqs3VtuB5sBkPeHY&redir_esc=y#v=onepage&q=A Love for Learning %3A motivation and gifted child&f=fal
Winbaktianur, W. (2021). Tumbuhkan kreativitas menjadi entrepreneur muslin di masa covid-19. ANTASARI PRESS.
Yana, V., Dani, M., & Purnomo, E. (2022). Menumbuhkan motivasi belajar perspektif Hadits Sunan Ibnu Majah. Tawazun: Jurnal Pendidikan Islam, 15(3), 369. https://doi.org/10.32832/tawazun.v15i3.7620
Zbainos, D., & Beloyianni, V. (2018). Creative ideation and motivated strategies for learning of academically talented students in Greek secondary school. Gifted and Talented International, 33(1–2), 3–14. https://www.tandfonline.com/doi/abs/10.1080/15332276.2018.1547620
Zubaedi, Z., Amin, A., Asiyah, A., Suhirman, S., Alimni, A., Amaliyah, A., & Agus Kurniawan, D. (2021). Learning style and motivation: gifted young students in meaningful learning. Journal for the Education of Gifted Young Scientists, 9(1), 57–66. https://doi.org/10.17478/jegys.817277
Published
2024-06-23
How to Cite
Viana, S., Syafril, S., & Yusof, R. (2024). Analysis of Learning Motivation of Gifted and Talented Children: an Islamic Perspective. Southeast Asian Journal of Islamic Education, 6(2), 147-161. https://doi.org/10.21093/sajie.v6i2.8530
Section
Articles
