DINAMIKA PSIKOLOGIS SISWA UNDERACHIEVER DALAM SISTEM PENDIDIKAN KOMPETITIF

Imam Baidhawi

doi:10.65802/an-nur.v1i2.54

Authors

Imam Baidhawi Universitas Abul Yatama, Indonesia

DOI:

https://doi.org/10.65802/an-nur.v1i2.54

Keywords:

underachievement, gifted students, academic pressure, differentiated approach

Abstract

This study investigates the psychological dynamics of underachieving students those with high cognitive potential but low academic performance within Indonesia’s competitive educational system. Employing a qualitative narrative and phenomenological approach, the research engaged 20 junior and senior high school students from five top-performing schools, all of whom had IQ scores ≥120 yet consistently performed below class averages. Findings revealed four dominant psychological factors contributing to underachievement: (1) misalignment between individual learning styles and standardized curricula, (2) maladaptive perfectionism that fosters a fear of failure, (3) evaluation anxiety, and (4) social alienation within academic environments. Thematic analysis uncovered how competitive pressure exacerbates underachievement through mechanisms such as self-handicapping and learned helplessness, where students unconsciously create barriers to protect their academic self-concept. The study highlights the need for a reimagined educational strategy, advocating for differentiated curricula, strength-based counseling, and teacher training to support gifted students at risk of underachievement. This research offers new insights into the necessity of holistic and humane approaches to foster student potential in competitive yet uniform academic systems.

References

Assouline, S. G., & Colangelo, N. (2006). Social-emotional development of gifted adolescents: The role of educational contexts. Gifted Child Quarterly, 50(2), 92–103.

Baum, S. M., Renzulli, J. S., & Hébert, T. P. (2014). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 58(3), 209–218.

Bruch, M. A., & Heimberg, R. G. (1994). Differences in perceptions of parental and peer feedback and social anxiety. Journal of Anxiety Disorders, 8(3), 293–304.

Clark, B. (2008). Growing up gifted: Developing the potential of children at home and at school. Pearson Education.

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_01

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Ford, D. Y. (1996). Reversing underachievement among gifted Black students: Promising practices and programs. Teachers College Press.

King, R. B., Ganotice, F. A., & Watkins, D. A. (2020). What motivational and learning variables say about the academic underachievement of intellectually gifted students. Gifted Child Quarterly, 64(2), 103–118. https://doi.org/10.1177/0016986219891712

Lee, S. Y., & Olszewski-Kubilius, P. (2019). A holistic model for underachievement: Toward a deeper understanding of gifted underachievers. Journal for the Education of the Gifted, 42(3), 246–270. https://doi.org/10.1177/0162353219866077

Moon, S. M. (2020). Counseling gifted and talented students: A guide for school counselors. Prufrock Press. https://doi.org/10.4324/9781003238017

Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (2002). The social and emotional development of gifted children: What do we know? Prufrock Press.

Peters, S. J., Matthews, M. S., & McBee, M. T. (2020). Beyond cognition: Affective and conative aspects of gifted underachievement. Gifted Child Quarterly, 64(4), 263–276. https://doi.org/10.1177/0016986220940373

Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.

Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go?. Gifted Child Quarterly, 44(3), 152–170.

Rimm, S. B. (2020). Why bright kids get poor grades and what you can do about it. Sourcebooks.

Robinson, K. (2011). Out of our minds: Learning to be creative. Capstone Publishing.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. https://doi.org/10.1521/978.14625/28806

Sapon-Shevin, M. (1996). Beyond gifted education: Toward a more inclusive and equitable school culture. Roeper Review, 18(4), 236–240.

Siegle, D., McCoach, D. B., & Shea, C. (2014). Improving academic motivation and achievement: Engaging gifted students through self-regulation. Psychology in the Schools, 51(6), 566–578.

Smith, L. (2017). Strength-based approaches to working with children and youth. Routledge. https://doi.org/10.4324/9781315206157

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2019). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 20(1), 1–48. https://doi.org/10.1177/1529100619836056

Syauky, A., Jannah, M., Zulfatmi, Z., & Zubaidah, Z. (2025). PENGARUH GAYA BELAJAR VISUAL AUDITORIAL KINESTETIK TERHADAP PEMAHAMAN SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI MAN 2 DAN SD NEGERI 53 BANDA ACEH. Satya Widya, 41(1), 89-103.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.

Topping, K. J. (2019). Peer tutoring: Old method, new developments. Theory Into Practice, 58(1), 5–13. https://doi.org/10.1080/00405841.2018.1510201