For some time now, it seems that students\u2019 talents have not received\nserious attention from various stakeholders. There has been no planned,\nstructured, and sustainable management of students\u2019 talents and\ninterests during their education. Those talents and interests that\nshould have been identified earlier are often forgotten, often surfacing\nonly later in life, such as someone who suddenly shows talent for\nsinging or writing songs at an advanced age.<\/p>\n
Historically, talent and interest development among students did not\nbecome a standardized, structured process starting from schools. There\nhas also been limited involvement from local to central levels in\nactivities that accommodate students\u2019 talents and interests.<\/p>\n
Appreciation should be given to the Government through the ministry\nresponsible for basic and secondary education for showing attention and\nconcern for this issue. The ministry has issued a regulation in the form\nof Ministerial Regulation for Basic and Secondary Education\n(Permendikdasmen) No.\u00a025 of 2025 on Student Talent Management.<\/p>\n
Permendikdasmen defines Student Talent Management as a series of\nplanned, structured, and sustainable efforts to produce students\u2019\ntalents. The policy\u2019s objectives can be read in Article 2(1) namely to\nmanage the quality of students\u2019 talents; prepare talented students who\nare competitive; and implement pre-talent and talent development in the\nnational talent management policy.<\/p>\n
Implementation Challenges<\/p>\n
The process of student talent management is certainly not as easy as\nexpected. One talent identification model theory is the \u2018Strengths-Based\nApproach\u2019. This model focuses on identifying students\u2019 strengths rather\nthan merely correcting weaknesses. This approach encourages teachers to\nidentify students\u2019 natural talents, authentic interests, and abilities\nshowing outstanding potential. The theory directs that students\u2019\nstrengths be developed through appropriate learning activities such as\nscience competitions, arts, debates, or character development.<\/p>\n
If not managed well, there will be failure to grow students\u2019 talents\nand interests. Failures include the potential of students not being\nmaximized, declining student motivation, and frustration and sense of\npowerlessness. Unmaximized potential leads capable students to become\nordinary because there is no stimulation. Motivation declines when\nstudents are not given space to grow. Frustration and powerlessness\noccur when students feel their achievements are not recognised, causing\nself-doubt, reluctance to participate, and withdrawal.<\/p>\n
Some of these phenomena seem anticipated by Permendikdasmen No.\u00a025 of\n2025 by establishing four main principles. The four principles aim to\nsupport successful management of student talents: (1) student-centered;\n(2) inclusive; (3) collaborative; and (4) sustainable.<\/p>\n
Student-centered means placing students as the focus in Student\nTalent Management (MTM), considering the greatest benefits for the\ndevelopment of student talents. Inclusive as the second principle means\nproviding equal opportunities for all students according to their\ntalents and interests, regardless of background, conditions,\ncharacteristics, status, and creating a fair and open environment for\nall students.<\/p>\n
The third principle, collaborative, is interpreted that student\ntalent development is undertaken in a tiered, systematic, and integrated\nmanner through cooperation between educational units, districts\/cities,\nprovinces, national, international, and the community. The fourth\nprinciple, sustainable, implies that MTM is implemented in a structured,\nconsistent, and integrated way.<\/p>\n
Follow-Up<\/p>\n
Society surely awaits the Government\u2019s action plan through the\nministry responsible for basic and secondary education. They will\nquestion programs to be implemented for students with particular talents\nand interests. Parents in particular hope that this policy will provide\nspace and the best opportunities for their children to develop talents\nand interests. The development of talents and interests should not only\noccur at school level or locally but also at national, regional, and\ninternational levels.<\/p>\n
Other questions that may arise include how to identify students\u2019\ntalents and interests. Identifying talents and interests should be\nunderstood as a foundation or starting point for implementing student\ntalent management. So far, not all schools have special programs to\nidentify students\u2019 talents and interests. If they exist, it may only be\nin schools with certain credibility or private schools with reputations\nthat prioritise students\u2019 talents and interests to achieve excellence in\ncertain fields.<\/p>\n
If this regulation is examined, the first implication is that the\nGovernment must devise and develop instruments to identify students\u2019\ntalents and interests. The instrument must have certain standards\nbecause it will be filled in by students across Indonesia at the start\nof the academic year.<\/p>\n
Having such an identification instrument will help schools and\nparents. The results of tracing talents and interests will help schools\nin determining activities that students can participate in through\nintrakurikuler, kokurikuler, and\/or ekstrakurikuler activities. The\navailability of such free instruments will be warmly welcomed by parents\nwho may previously have had to budget specific costs for such\npurposes.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/nurturing-students-talents-fairly-1772809215", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }