INTEGRATED SYSTEMATIC REVIEW: TALENTED CLASS CURRICULUM POLICY IN DEVELOPING POTENTIAL ELEMENTARY SCHOOL STUDENTS

Diah Hayu Novita Sari; Ravik Karsidi; Sukarmin

Diah Hayu Novita Sari Universitas Sebelas Maret
Ravik Karsidi Universitas Sebelas Maret
Sukarmin Universitas Sebelas Maret

Keywords: Curriculum Policy; Elementary School; Gifted Class; Student Potential

Abstract

This study is an integrated systematic review of the literature examining giftedness curriculum policies and the development of elementary school students' potential from the perspective of Howard Gardner's Multiple Intelligences (MI) theory. Unlike previous reviews that used simulation studies, this review is based on 10 verified, peer-reviewed articles with full text available, covering publications from 2011-2025 from various international contexts (Iran, China, Romania, Indonesia, Colombia, Belgium, and the United States). A search was conducted through ScienceDirect with specific keywords on MI, giftedness curriculum, and elementary education. Of the 248 records identified, 10 studies met the inclusion criteria and were analyzed thematically. Four main themes were found: (1) persistent asymmetry in accommodation of linguistic and logical mathematical intelligence domains, where linguistic and logical-mathematical intelligence dominate while musical and existential intelligence are neglected; (2) consistent structural barriers across countries include class overcrowding, standardized curricula, and lack of giftedness assessment
instruments; (3) teacher capacity and confidence as critical determinants 43% of final year elementary school teacher candidates actually adopt a fixist view (intelligence is innate and fixed) which is contrary to MI; and (4) talent management in elementary schools tends to be delegated to
parents due to limited school resources. These findings strengthen the urgency of reformulating the talent class curriculum policy based on empirical evidence.