Pengaruh Kecerdasan dan Kreativitas Terhadap Overexcitability

Ismawati Kosasih, Fadhilah Suralaga

Abstract


Overexcitability is a special  characteristic of gifted which lead to a higher level of development. Overexcitability not only has a positive effect, but aslo has a negative effect. The variations in the level and form of overexcitability possessed by gifted raises the question of whether the main attributes of giftedness, namely intelligence and creativity, are predictors of overexcitability itself. This research was conducted to examine the effect of intelligence and creativity on overexcitability. Sample of this study includes 173 students of SMAN 2 Tangerang Selatan. Overexcitability measured by Overexcitability Questionnaire II (OEQ II). OEQ II was adapted based on Indonesian culture. Intellegence measured by Culture Fair Intellegence Test (CFIT). Creativity measured by Tes Kreativitas Figural (TKF). The results of this study indicate that intelligence and creativity together significantly affect overexcitability by 7.9%. However, dimensional analysis show that intelligence and creativity significantly affects sensual, intellectual, and imaginational overexcitability.

Keywords


Intellegence; creativity; overexcitability

References


Ackerman, C. M. (1997). Identifying gifted adolescents using personality characteristics: Dabrowski’s overexcitabilities. Roeper Review, 19(4), 229–236. https://doi.org/10.1080/02783199709553835

Dabrowski, K. (1972). Psychoneurosis is not an ilness: neuroses and psychoneuroses from the perspective of positive disintegration. Gryf Publications.

Falk, R. F., Lind, S.K., Miller, N. B., Piechowski, M. M., & Silverman, L. K. (1999). The Overexcitabilities Questionnaire-Two (OEQII): Manual, Scoring System, and Questionnaire. 1–8. www.gifteddevelopment.com

Falk, F., Piechowski, M. M., & Lind, S. L. (1994). Criteria for rating the intensity of overexcitabilities. In University of Akron. http://positivedisintegration.com/FalkPie1984.pdf

Fonseca, C. (2011). Emotional Intensity in Gifted Students: Helping Kids Cope With Explosive Feelings. Prufrock Press Inc.

Gagné, F. (1995). From giftedness to talent: A developmental model and its impact on the language of the field. Roeper Review, 18(2), 103–111. https://doi.org/10.1080/02783199509553709

Gallagher, S. A. (1985). A comparison of the concept of overexcitabilities with measures of creativity and school achievement in sixth-grade students. Roeper Review, 8(2), 115–119. https://doi.org/10.1080/02783198509552950

Kurcinka, M. S. (2006). Raising Your Spirited Child: A Guide for Parents Whose Child is More Intense, Sensitive, Perceptive, Persistent, and Energetic (Revised Ed). Harper.

Marland, Jr., S. P. (1971). Education of the Gifted and Talented - Volume 1: Report to the Congress of the United States by the U.S. Commissioner of Education. Encyclopedia of Special Education, 1–126. https://doi.org/10.1002/9781118660584.ese1487

Miller, N. B., Silverman, L. K., & Falk, R. F. (1994). Emotional Development, Intellectual Ability, and Gender. Journal for the Education of the Gifted, 18(1), 20–38. https://doi.org/10.1177/016235329401800103

Munandar, U. (2004). Pengembangan Kreativitas Anak Berbakat (2nd ed.). Rineka Cipta.

Piechowski, M. M. (1979). Developmental potential. In N. Colangelo & R. T. Zaffrann (Eds.), New voices in counseling the gifted (pp. 25–57). Kendall/Hunt.

Piechowski, M. M. (2002). Experiencing in a Higher Key Dabrowski’s Theory of and for the Gifted. Gifted Education Communicator, 28–36.

Piechowski, M. M. (2009). The Inner World of the Young and Bright. Morality, Ethics, and Gifted Minds, 177–194. https://doi.org/10.1007/978-0-387-89368-6_14

Piirto, J., & Fraas, J. (2012). A mixed-methods comparison of vocational and identified-gifted high school students on the overexcitability questionnaire. Journal for the Education of the Gifted, 35(1), 3–34. https://doi.org/10.1177/0162353211433792

Renzulli, J. S. (1986). The three-ring conception of giftednesss: A developmental model for creative productivity." In R. J. Sternberg & J. E. Davidson (Eds.). In Cambridge University Press.

Schiever, S. W. (1985). Creative Personality Characteristics and Dimensions of Mental Functioning in Gifted Adolescents. Roeper Review, 7(4), 223–226.

Silverman, L. K. (2005). Inside-Out: Understanding the Social and Emotional Needs of Gifted Children The Institute for the Study of Advanced Development. www.gifteddevelopment.com;

Siu, A. F. Y. (2010). Comparing overexcitabilities of gifted and non-gifted school children in Hong Kong: Does culture make a difference? Asia Pacific Journal of Education, 30(1), 71–83. https://doi.org/10.1080/02188790903503601

Sternberg, R. J. (2009). Cognitive Psychology (J. A. Perkins (ed.); Fifth). Cengage Learning.

Tieso, C. L. (2007). Overexcitabilities: A new way to think about talent? Roeper Review, 29(4), 232–239. https://doi.org/10.1080/02783190709554417

Tillier, W. (2002). A Brief Overview of the Relevance of Dabrowski’s Theory for the Gifted. Journal of Gifted and Talented Education Council of The Alberta Teachers’ Association, 15(2).

Van den Broeck, W., Hofmans, J., Cooremans, S., & Staels, E. (2014). Factorial validity and measurement invariance across intelligence levels and gender of the overexcitabilities questionnaire-II (OEQ-II). Psychological Assessment, 26(1), 55–68. https://doi.org/10.1037/a0034475

Winkler, D., & Voight, A. (2016). Giftedness and Overexcitability: Investigating the Relationship Using Meta-Analysis. Gifted Child Quarterly, 60(4), 243–257. https://doi.org/10.1177/0016986216657588

Yakmaci-Guzel, B., & Akarsu, F. (2006). Comparing overexcitabilities of gifted and non-gifted 10th grade students in Turkey. High Ability Studies, 17(1), 43–56. https://doi.org/10.1080/13598130600947002


Full Text: PDF

DOI: 10.15408/tazkiya.v8i2.17130

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.