INOVASI PEMBELAJARAN PAI   BERBASIS MULTIPLE INTELLIGENCES

Bahasa Indonesia:Teori Multiple Intelligences (MI) muncul sebagai bentuk krtitik terhadap teori Intellectual Quotient (IQ) yang membatasi kecerdasan hanya pada kecerdasan Logis-Matematis dan Linguistik saja. Sementara dalam teori MI terdapat Sembilan kecerdasan manusia yakni: (1) Kecerdasan Liguistic, (2) Kecerdasan Logis-Matematic, (3) Kecerdasan Visual-Spasial, (4) Kecerdasan Kinestetik, (5) Kecerdasan Musik, (6) Kecerdasan Interpersonal, (7) Kecerdasan Intrapersonal, (8) Kecerdasan Naturalis, (9) Kecerdasan Eksistensialis. Teori ini menyadari betul bahwa setiap anak yang lahir ke dunia memiliki keunikan tersendiri yang berhak mendapatkan pengakuan dan diapresiasi dalam kehidupan utamannya dalam pendidikan. Sebab pendidikan merupakan wadah bagi siswa untuk membentuk dan mengembangkan potensi untuk dapat menjalankan tugasnya sebagai khalifah di bumi dan membawa rahmat bagi seluruh alam ini. Pembelajaran berbasis MI merupakan suatu bentuk inovasi pembelajaran yang dapat menjadi pilihan bagi guru Pendidikan Agama Islam di Indonesia. Mengimplementasikan pembelajaran berbasis MI berarti menggunakan pendekatan interdisipliner dalam mengembangkan materi pembelajaran, menggunakan multimodel pembelajaran, dan penilaian autentik dalam evaluasi pembelajaran. Hal ini dimaksudkan untuk mewadahi keberagaman kecerdasan yang dimiliki oleh siswa. English:Multiple Intelligences (MI) emerged as a critical response to Intelligence Quotients (IQ) which limits the definition of intelligence in logical-mathematical and linguistic areas. The MI theory defines nine intelligence of human being such as (1) the linguistic, (2) the logical-mathematical, (3) the visual-spatial, (4) the kinesthetic, (5) the musical, (6) the interpersonal, (7) the intra-personal, (8) the natural, and (9) the existential. This theory recognizes the fact that every child has his/her own uniqueness and deserves appreciation in his/her education. This is important for the reason that education is a mode of developing students’ potentials in purpose of implementing their caliphate roles and bringing God’s mercy in the world. MI-based learning is an alternative in teaching Islamic education as a school subject in Indonesia. Implementing MI-based learning means implementing interdisciplinary approach in developing learning materials, making use multi-model of learning activities, and authentically assessed the learning itself. This purposes to accommodate the diversity of students’ intelligences.

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INOVASI PEMBELAJARAN PAI BERBASIS MULTIPLE INTELLIGENCES

10.31219/osf.io/74xgv ◽

2018 ◽

Author(s):

Reni Uswatun Hasanah

Keyword(s):

Multiple Intelligences ◽

Interdisciplinary Approach ◽

Learning Activities ◽

Islamic Education ◽

School Subject ◽

Critical Response ◽

Visual Spatial ◽

The World ◽

Definition Of ◽

Mi Theory

Multiple Intelligences (MI) emerged as a critical response to Intelligence Quotients (IQ) which limits the definition of intelligence in logical-mathematical and linguistic areas. The MI theory defines nine intelligence of human being such as (1) the linguistic, (2) the logical-mathematical, (3) the visual-spatial, (4) the kinesthetic, (5) the musical, (6) the interpersonal, (7) the intra-personal, (8) the natural, and (9) the existential. This theory recognizes the fact that every child has his/her own uniqueness and deserves appreciation in his/her education. This is important for the reason that education is a mode of developing students’ potentials in purpose of implementing their caliphate roles and bringing God’s mercy in the world. MI-based learning is an alternative in teaching Islamic education as a school subject in Indonesia. Implementing MI-based learning means implementing interdisciplinary approach in developing learning materials, making use multi-model of learning activities, and authentically assessed the learning itself. This purposes to accommodate the diversity of students’ intelligences.

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INOVASI PEMBELAJARAN PAI BERBASIS MULTIPLE INTELLIGENCES

10.31219/osf.io/5v4kn ◽

2018 ◽

Author(s):

Reni Uswatun Hasanah

Keyword(s):

Multiple Intelligences ◽

Interdisciplinary Approach ◽

Learning Activities ◽

Islamic Education ◽

School Subject ◽

Critical Response ◽

Visual Spatial ◽

The World ◽

Definition Of ◽

Mi Theory

Multiple Intelligences (MI) emerged as a critical response to Intelligence Quotients (IQ) which limits the definition of intelligence in logical-mathematical and linguistic areas. The MI theory defines nine intelligence of human being such as (1) the linguistic, (2) the logical-mathematical, (3) the visual-spatial, (4) the kinesthetic, (5) the musical, (6) the interpersonal, (7) the intra-personal, (8) the natural, and (9) the existential. This theory recognizes the fact that every child has his/her own uniqueness and deserves appreciation in his/her education. This is important for the reason that education is a mode of developing students’ potentials in purpose of implementing their caliphate roles and bringing God’s mercy in the world. MI-based learning is an alternative in teaching Islamic education as a school subject in Indonesia. Implementing MI-based learning means implementing interdisciplinary approach in developing learning materials, making use multi-model of learning activities, and authentically assessed the learning itself. This purposes to accommodate the diversity of students’ intelligences.

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PENGEMBANGAN KECERDASAN JAMAK PADA ANAK USIA DINI

ThufuLA Jurnal Inovasi Pendidikan Guru Raudhatul Athfal ◽

10.21043/thufula.v4i1.1938 ◽

2017 ◽

Vol 4 (1) ◽

pp. 1

Author(s):

Uswatun Hasanah

Keyword(s):

Early Childhood ◽

Learning Styles ◽

Multiple Intelligences ◽

Word Processing ◽

Howard Gardner ◽

Spatial Intelligence ◽

Visual Spatial ◽

Library Research ◽

Definition Of ◽

Intelligence Development

Multiple intelligences development in early childhood is a learning process that will be developed by early childhood educators in the implementation of learning educators who want to teach a subject matter, then the educators to teach in accordance with the trend of learning styles of learners. Because in one classroom there are some students who each have different intelligences. This research on multiple intelligence development in early childhood. The purpose of this study were (1) to determine the definition of multiple intelligences; (2) to determine the types of multiple intelligences; (3) to implement learning activities focused on the development of intelligence plural (multiple intelligences). This paper use a qualitative approach (library research). It try to gain an understanding of the holistic about the problems being faced by the reality (Sugiyono (2010: 1). The method of this study appeared as a paradigm shift in looking at reality or phenomena or symptoms. Every school should be able to develop intelligence potential of each child. Paradigm of intelligence and child's success is only assessed on IQ or mark, whereas the concept of multiple intelligences is, Howard Gardner argues that each student is intelligent. And intelligence is not just one, but plural. The type rather than the multiple intelligences include, among others: (1) Intelligence of logic or mathematics is the intelligence in terms of numbers and logic. ; (2) The language or linguistic intelligence is the intelligence of word processing, or the ability to use words effectively both orally and in writing. ; (3) visual-spatial intelligence is one part of the plural intelligence which is closely linked to the ability to visualize images; (4) musical intelligence is the ability to handle musical forms; (5) Physical intelligence is an intelligence which currently use are capable of doing great movements, such as running, dancing .; (6) The naturalist intelligence is the expertise to identify and categorize the species (flora and fauna) in the surrounding neighborhood .; (7) intrapersonal intelligence is the ability of ourselves to think reflectively; (8) Interpersonal intelligence is to think by communicating with others; (9) an existential intelligence is the ability to feel and appreciate the variety of spiritual experiences on the appropriate lesson or understanding of faith in God.

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Penerapan Model Pembelajaran Berbasis Sentra dalam Mengembangkan Kecerdasan Jamak di Taman Kanak-Kanak Kota Samarinda

Southeast Asian Journal of Islamic Education ◽

10.21093/sajie.v2i1.1860 ◽

2019 ◽

Vol 2 (1) ◽

pp. 15-31

Author(s):

Nurwati Nurwati

Keyword(s):

Early Childhood ◽

Multiple Intelligences ◽

Field Research ◽

Learning Model ◽

Learning Activities ◽

Learning Center ◽

Learning Models ◽

Visual Spatial ◽

Analysis Technique ◽

The Right

The right learning model determines success in learning. Activities that suit the needs of children, of course, prioritize a sense of pleasure and comfort. Fun learning can develop abilities or multiple intelligences as optimal as possible in accordance with existing standards in the curriculum. The learning center model is one of the learning models that is able to stimulate all aspects of child development through directed play. The center-based learning model is one of the more effective learning models because it is oriented in playing while learning. This learning model has been applied to Islamc Center Kindergarten, Silmi Islamic Kindergarten and Fastabiqul Khairat Kindergarten. The purpose of this study was to determine the application of the Islamic learning center model to develop children's multiple intelligences in Samarinda City Kindergarten.This research used field research using a qualitative descriptive approach. The research locations were Islamic Center Kindergarten (TK), Silmi Islamic Kindergarten (TK) and Fastabiqul Khairat Kindergarten (TK). Data collection techniques were observation, interviews and documentation. The data analysis technique used was descriptive analysis.The results of this study were obtained after an analysis that center-based learning models develop the ability of multiple intelligence in early childhood. Each center has a focus on developing aspects of intelligence and when put together, all centers are designed with a variety of strategies in the process of learning activities where children learn to actually encourage to be directly involved in observation, do it directly using existing media with pleasure because it is inseparable from the concept of play children, all centers hone the intelligence abilities of logical thinking, intrapersonal, interpersonal, kinesthetic, linguistic, naturalist, musical, visual-spatial and existential. In developing plural intelligence in early childhood, it is supported with facilities and infrastructure that are in line with the concept of learning, namely playing while learning.

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The Roman Retail Revolution

10.1093/oso/9780198769934.001.0001 ◽

2018 ◽

Cited By ~ 4

Author(s):

Steven J. R. Ellis

Keyword(s):

Interdisciplinary Approach ◽

Vital Role ◽

Archaeological Material ◽

Roman World ◽

The Social ◽

History Of ◽

Food And Drink ◽

Bodies Of Evidence ◽

Definition Of ◽

The University

Tabernae were ubiquitous among all Roman cities, lining the busiest streets and dominating their most crowded intersections, and in numbers not known by any other form of building. That they played a vital role in the operation of the city—indeed in the very definition of urbanization—is a point too often under-appreciated in Roman studies, or at best assumed. The Roman Retail Revolution is a thorough investigation into the social and economic worlds of the Roman shop. With a focus on food and drink outlets, and with a critical analysis of both archaeological material and textual sources, Ellis challenges many of the conventional ideas about the place of retailing in the Roman city. A new framework is forwarded, for example, to understand the motivations behind urban investment in tabernae. Their historical development is also unraveled to identify three major waves—or, revolutions—in the shaping of retail landscapes. Two new bodies of evidence underpin the volume. The first is generated from the University of Cincinnati’s recent archaeological excavations into a Pompeian neighborhood of close to twenty shop-fronts. The second comes from a field survey of the retail landscapes of more than a hundred cities from across the Roman world. The richness of this information, combined with an interdisciplinary approach to the lives of the Roman sub-elite, results in a refreshingly original look at the history of retailing and urbanism in the Roman world.

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Cybervictimization. Research Matrix

Prologue Law Journal ◽

10.21639/2313-6715.2021.3.11. ◽

2021 ◽

Author(s):

D.V. Zhmurov ◽

Keyword(s):

Meta Analysis ◽

Interdisciplinary Approach ◽

The United States ◽

Personal Factors ◽

Crime Victim ◽

Internet Crime ◽

Definition Of ◽

Object Of Study ◽

System Characteristics

The article presents an analysis of the cybervictimization phenomenon. The author justifies the use of an integrative (interdisciplinary) approach to the study of this problem, proposes the definition of the term under study as a process or end result of becoming a crime victim in the sphere of unified computer networks. A theoretical and methodological matrix for the analysis of cybervictimization (PCPPE model) was developed. The model includes five system characteristics of cybervictimization, the comprehensive study of which to a maximum extent will simplify the understanding of the essence of the object of study. These characteristics include: profiling, conditionality, prevalence, predictability and epidemicity. Each of these aspects is explained in detail: the author developed a detailed nomenclature of cybervictimization forms. The problems of identifying its extent, as well as the determinant role of gender, age, behavioral and personal factors are discussed in the article, and a list of key cybervictimization acts is formulated. This meta-analysis includes thirteen global categories and about seventy of its accent forms. Among the global categories the following ones are identified: threats, harassment, illegal interest, infringement, insult, spoofing, disclosure, compulsion, seizure, infecting, access and use. The prevalence rates of cybervictimization on the example of the United States (Internet Crime Report) are also studied, certain aspects of the methodology of cyber victim number counting are considered.

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Critical Issues in the Evaluation of Comorbidity of Psychiatric Disorders

The British Journal of Psychiatry ◽

10.1192/s000712500029836x ◽

1996 ◽

Vol 168 (S30) ◽

pp. 9-16 ◽

Cited By ~ 79

Author(s):

Hans-Ulrich Wittchen

Keyword(s):

Interdisciplinary Approach ◽

Epidemiological Studies ◽

Comorbid Conditions ◽

Substantial Variation ◽

Research And Practice ◽

Cognitive Markers ◽

Potential Value ◽

Critical Issues ◽

Definition Of ◽

Study Designs

Comorbidity has become an increasingly popular theme in psychiatry and clinical psychology, although its heuristic value was recognised long ago. Frequently used in research and practice, no definition of comorbidity is uniformly accepted and it has no comprehensive and coherent theoretical framework. These factors have led to substantial variation in the magnitude of comorbidity across studies. The variability in the definition, assessment and design of comorbidity studies has led to an increasingly complex and confusing picture about the potential value of this concept. The full exploration of mechanisms of comorbidity requires an interdisciplinary approach to investigating nosology, assessment, and underlying models of comorbidity, as well as experimental study designs beyond the scope of clinical and epidemiological studies. A more precise specification of comorbidity patterns might help identify common biochemical and cognitive markers relevant in the aetiology of specific mental disorders as well as comorbid conditions. Critical issues that might help us understand and explain the variability of findings are described.

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PENGEMBANGAN INSTRUMEN BAKU KECERDASAN JAMAK ANAK USIA DINI

PARAMETER Jurnal Pendidikan Universitas Negeri Jakarta ◽

10.21009/parameter.252.08 ◽

2014 ◽

Vol 25 (2) ◽

pp. 123-137

Author(s):

Martini Jamaris

Keyword(s):

Research And Development ◽

Multiple Intelligences ◽

Literature Study ◽

Literature Research ◽

Spatial Intelligence ◽

Visual Spatial ◽

Intrapersonal Intelligence ◽

Selection Of

Abstract: This reasearch was done in the form of research and development. The reason underlied the selection of the reasearch method was because the purpose of the reseacrh was to develop a valid and realiable instrument which can be used to measure the multiple-intellegences of the 4-5 years old childen. The multiple-intelligences measured were consisted of eigth dimensions, there were: verbal/linguistic intelligence, logical mathematical intelligence, visual spatial intelligence, intrapersonal intelligence, interpersonal intelligence, bodily/kinesthetic intellgence, music/rythmic intelligence and naturalist intelligence. Based on the need in researching and developing, therefore, the study was conducted in two faces, as folowed : (1) the first face was literature research aiming to analyzed and synthesis concepts, principles, and theories. The result of the literature study was used formulte the construct of multiple intelligences, especially for the 4-5 years old children; (2) the second face was to define and to develop the valid and reliable multiple intelligences instrument for the 4-5 years old children. Abstrak: Penelitian ini dilakukan dengan metode research and Development. Alasan pemilihan metode tersebut karena tujuan penelitian ini adalah mengembangkan validitas dan reliabilitas suatu instrumen yang bisa digunakan untuk mengukur kecerdasan majemuk anak usia 4-5 tahun. Kecerdasan majemuk dikur dengan delapan dimensi, yaitu: kecerdasan bahasa/verbal, kecerdasan logika matematika, kecerdasan visual, kecerdasan intrapersonal, kecerdasan interpersonal, kecerdasan gerak/kinestetik, kecerdasan musik, dan kecerdasan natural. Berdasarkan penelitian dan pengembangan, oleh karena itu, penelitian ini dilaksanakan dalam dua tahap, yaitu: (1) tahap pertama adalah penelitian literatur yang bertujuan untuk menganalisis dan mensintesis konsep, prinsip, dan teori. Hasil dari penelitian literatur digunakannnya rumus untuk mengkonstruksi kecerdasan majemuk. Khususnya anak usia 4-5 tahum, (2) tahap kedua yaitu mendefinisikan dan mengembangkan validitas dan reliabiltas instrumen kecerdasan majemuk untuk anak usia 4-5 tahun. Kata Kunci: penelitian dan pengembangan, kecerdasan majemuk, instrumen validitas dan reliabilitas, anak usia 4-5 tahun, penelitian literatur, mendefinisikan dan mengembangkan

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CULTURE-BASED STUDIES’ TOPOGRAPHY IN THE MODERN FRENCH SOCIAL SCIENCE

UKRAINIAN CULTURAL STUDIES ◽

10.17721/ucs.2019.1(4).02 ◽

2019 ◽

pp. 14-17

Author(s):

B. E. Nosenok

Keyword(s):

Social Sciences ◽

Cultural Studies ◽

Cultural History ◽

Interdisciplinary Approach ◽

The Body ◽

Social Knowledge ◽

History Of Culture ◽

Critical Turn ◽

Definition Of ◽

First Time

Cultural studies as a humanities researcher takes the place of an expert. The relevance of this topic is due to the lack of development of the issues of “culture-based studies” in Ukrainian culturology. There is a lack of translated into French or Ukrainian languages of French sources published since 1975. French culturological science, which developed after 1975, is almost not represented in Ukrainian culturology. The present stage of the development of French historiography, which lies at the heart of cultural history, and cultural studies, is associated with increased attention to social knowledge. This stage is characterized by the deployment of a “critical turn”, which proceeds from the following principles: the interdisciplinary approach, the significance of cultural expertise, the severity of publications and the multiplicity of their forms, multidisciplinarity. The “critical turn” affects the following spheres of knowledge: la Culturologie, les Études culturelles, les Sciences de la Culture. The article substantiates the relevance of the use of the concept of “culture-based studies” to the definition of processes that are unfolding within the framework of French humanities and are associated exclusively with the theoretical formations in the context of the social sciences. The purpose of the article is to outline a map of culture-based studies in the field of French humanitaristics. The methodology of the article is based on the application of interdisciplinary and multidisciplinary approaches to research in the field of culturology. Also, methodological developments in the field of “critical turn” and the achievements of the sociological circle and the interdisciplinary discussion club “Eranos” were applied. The scientific novelty of the article is to substantiate the appropriateness of the use of the concept of “culture-based studies” on the definition of processes that are unfolding within the framework of French humanitaristics and relate exclusively to theoretical formations in the context of social sciences. This concept to the field of Ukrainian culturology is introduced for the first time. Also, for the first time, the place and forms of culturology in French humanities were clarified. Conclusions. Working with a source base and methodology is one of the points that are compulsory on the way to the solution of the tasks, the main of which is the formation of the body of fundamental works for French history (including the history of culture) and historiography of the period since 1975 year to the present day. On the basis of this building, there is the prospect of building an alternative national cultural history project addressed to the vector of the French historiographical, historical-anthropological and cultural-related issues in the field of social knowledge. The article presents the arguments why it is appropriate to use the concept of “culture-based studies” in the context of conducting research in relation to French humanitaristics, in particular, the modern period of its development.

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