Talent-Based Curriculum Management for Student Talent Development: A Case Study in an Indonesian Elementary School
DOI:
https://doi.org/10.51454/jet.v7i3.1058Keywords:
curriculum management, elementary school, student achievement, talent developmentAbstract
This study aims to analyze the implementation of talent-based curriculum management, from planning to evaluation, in supporting student achievement and psychosocial development at SD Muhammadiyah Bodon, Yogyakarta. Two related but analytically distinct outcome constructs are examined: (a) achievement, comprising academic achievement, non-academic achievement, and competition-based recognition, each verifiable through documentation or competition records; and (b) psychosocial development, comprising perceived gains in confidence, discipline, and learning motivation as reported by informants. Using a qualitative case study approach, data were collected through interviews, non-participant observation, and documentation involving four key informants, and analyzed using six-phase reflexive thematic analysis assisted by ATLAS.ti software. The findings show that talent-based curriculum management is not administered as a stand-alone extracurricular program, but is embedded throughout the entire school management cycle. Planning is informed by multi-source talent-mapping data, organizing is carried out through formalized task division and cross-generation regeneration, implementation is realized through differentiated instruction and tiered talent programs, and evaluation functions as continuous feedback that directly refines subsequent planning. Parental and teacher support act as environmental catalysts that sustain the entire cycle rather than as peripheral factors.
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