The implementation of gifted education through acceleration program at senior Islamic high school (MAN) 1 Medan North Sumatera

The purpose of this research in general is to describe the implementation of special education and gifted children through an accelerated program at MAN 1 Medan, North Sumatra. The specific objectives are to describe some aspects regarding the implementation of accelerated classes are: 1) The mastery of theoretical and practical aspects implementing by educators. 2) curriculum and the learning process. 3) Learners and underlying measurement. 4) Educational facilities, 5). Educators and their qualifications. This research conducted with descriptive quantitative and qualitative approach. Subject of this research were students at accelerated class at MAN 1 Medan, while informants are principal, teachers and staffs. Based on the data analysis, revealed that accelerated class have been implemented and organized well. Keyword: Gifted Education, Acceleration Program I. Background Various rapid changes in the world in the last decades are directed to everyone to make adjustments in various fields, including education, particularly the education of gifted children. Caused by the success of various research and assessment experts to education of gifted children, as well as in related fields such as research in the field of intelligence, creativity aspects, curriculum and cognitive development, all of which affect the education of gifted children. Essentially, the education program for gifted children it should be done by bringing them closer to the reality of people's lives, in order to form a concern for a variety of problems in the neighborhood, either economic, social, political, and environmental issues. It will introduce them to the various phenomena that exist in the community, so they can think by reviewing and analyzing the various problems with scientific approach. Factor that is equally important is to foster independence, planting confidence, and develop an attitude of brotherhood. Utami Munandar (1977) stated that the gifted child's educational success will depend heavily on the role of parents, both in the learning process in school, as well as compliance with the family education. That is, parents cannot see school as a workshop to repair the mental, spiritual, ethical, and science learners. Moreover, schools that exist today have not been able to answer the demands of the need to develop the potential of gifted children. This is solely due to the learning process of students in the school that is still not fully effective and has many limitations concerning aspects of facilities, infrastructure, and education management system. In this context, it helps if the parents also integrate perception, determination, and vision, in order to improve the quality of school education, especially primary and secondary education, through the organization of parents. Thus, the provision of education can be pursued in accordance talent and interest in smart children. Gifted children are often regarded as a child of the all "super" so that they will be able to meet their own needs without others help. There's also assume that if a teacher with good teaching tasks, gifted children do not need special attention, in contrast to those with disabilities. In addition, there are concerns that the special education for the gifted is not democratic, forming an elite group and waste of money. In connection with various matters as described above, it is considered important to find out more in regard to the education of gifted children in particular through the implementation of accelerated classes in school to obtain further description with respect to the implementation and the problems that may arise from the implementation of the program at the accelerated classes. The purpose of the research that was conducted at MAN 1 Medan North Sumatera in general is to reveal the implementation of gifted and talented children through an accelerated program. The specific purpose is to describe some of the things pertaining to the implementation of accelerated classes are: 1) the control aspects of theoretical and practice by implementing education. 2) ccurriculum and the learning process. 3) learners and underlying measurement. 4) educational facilities, 5). teachers’ qualifications. The Implementation of Gifted Education Through Acceleration Program At Senior Islamic ... DOI: 10.9790/0837-20144450 www.iosrjournals.org 45 | Page Research regarding the implementation of accelerated classes is expected to be particularly useful for: executive education, especially teachers accelerated classes to broaden their horizons, knowledge, skills, values and attitudes with regard to talent, gifted child development as well as materials and methods as well as the learning process for gifted children, especially in the classroom acceleration, readers and the general public to gain knowledge and insight with regard to the implementation of the accelerated classes. In connection with various matters as described above, it is considered important to find out more and more in regard to the education of gifted children in particular through the implementation of accelerated classes in school to obtain further description with respect to the implementation and the problems that may arise from the implementation of the program the accelerated classes. The purpose of the research conducted at MAN 1 Medan North Sumatra, In general is to describe the implementation of special education and gifted children through an accelerated program. The specific objectives are to describe some aspects regarding the implementation of accelerated classes are: 1) the mastery of theoretical and practical aspects implementing by educators. 2) curriculum and the learning process. 3) learners and underlying measurement. 4) educational facilities, 5). educators and their qualifications. This Research is expected to be particularly useful for: executive education, especially teachers accelerated classes to broaden their horizons, knowledge, skills, values and attitudes with regard to talent, gifted children development, materials and methods as well as the learning process for gifted children, especially in the classroom acceleration, readers and the general public to gain knowledge and insight with regard to the implementation of the accelerated classes. II. Literature Definition of gifted children is those identified as children who are able to achieve outstanding achievements because they have exceptional/special ability (National Seminar on Development of Special Education). These children require different educational programs with regular school education services in order to realize their contribution to society and to themselves. (Djaafar, 2001: 2). Definition USOE (US Office of Education) said that gifted child identified as the child is able to achieve high performance due to its acceleration capabilities. The ability either potential or who have real which include: general to intellectual capacity (Intelligence), specific academic ability, productive creative thinking ability , leadership ability, the ability in one of the arts, and psychomotor abilities Gifted children have certain characteristics. Characteristics of Gifted Children were explained by Renzuli in Munandar (1999: 31) as follow: has the general ability above average, creativity above average, binding themselves to the task is quite high. Meanwhile, according to the Research and Development Department of Education (1986), students who have giftedness has the following characteristics: (1) fluent, (2) high interest, (3) the ability to think logically and critically high, (4) independent in learning / working , (5) ductile / fast not despair, (6) have a clear purpose activities, (7), carefully / thoroughly, (8) is able to solve various problems, (9) has broad interests, (10) high imagination, (11) is easy and quick to learn, (12) a strong argument, (13) is able to concentrate, and (14) does not require external motivation. Beihler and the Snowman (1982) suggested characteristics of gifted children, among others, is to have a high IQ and can respond to the lessons learned with ease, providing teachers answer correctly, and is an example of good behavior for others. While Jordan (1962) states that one of the characteristics of gifted children is a high intelligence and have the ability to move, and has a rare talent displayed by people in general. Hoyle and Walks (in Djaafar. 1975) says that gifted children generally show characteristics which include physical, mental, intellectual, emotional and social are different from other normal children. With various definitions and characteristics of gifted children, as has been described above, it can be stated that a person's giftedness can be seen or viewed from various aspects of both aspects with regard to the ability of intelligence (IQ), the attitude of the display as well and their motoric aspects. It can be used as the basis and study materials in developing and providing special education services better so that they can develop optimally according to its potential. With various definitions and characteristics of gifted children, as has been described above, it can be stated that a person's giftedness can be seen or viewed from various aspects of both aspects with regard to the ability of intelligence (IQ), the attitude of the display as well as well as its psychomotor aspects. It can be used as the basis and study materials in developing and providing special education services better so that they can develop optimally according to its potential. In connection with various conditions of gifted children, as noted above, the special education is very necessary to be established. The important of establishing special education for gifted children are also motivated by several reasons, among others, they are as following: a). Giftedness is the result of an interactive process between the stimuli from the environment and processes and innate abilities. Gifted children