scholarly journals PENGEMBANGAN INSTRUMEN BAKU KECERDASAN JAMAK ANAK USIA DINI

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

scholarly journals MULTIPLE INTELLIGENCE BASED-EDUCATION Mewujudkan Indonesia sebagai Bangsa Para Juara

2019 ◽  
Vol 1 (2) ◽  
pp. 51-65
Author(s):  
Ziadatul Husnah
Keyword(s):  
Multiple Intelligences ◽  
Educational Process ◽  
Multiple Intelligence ◽  
Human Being ◽  
Musical Intelligence ◽  
Spatial Intelligence ◽  
Single Indicator ◽  
Visual Spatial ◽  
Intrapersonal Intelligence ◽  
The Individual

This article discusses on the urgence of multiple intelligences-based education.  In education, the multiple intelligences approach is very relevant to the spirit of education as a process of humanizing human being. Everyone should be served individually because he/she has different potential. Therefore, indicator of achievement is depended on the individual uniqueness. There is no single indicator on achievement. The multiple intelligences highlightes there are nine kinds of intelligence, namely linguistic intelligence, logical-mathematical intelligence, rythmic-musical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, natural intelligence, and existential intelligence. Through this approach, the educational process should be able to produce many champions suitable of each potential

scholarly journals LEGO SEBAGAI PERMAINAN TRADISIONAL BERBASIS KELOMPOK PADA ANAK DOMINO (DISORDER OF GAMING AND INTERNET ADDICTION) : A SYSTEMATIC REVIEW

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Fitrio Deviantony ◽  
Purwita Lestari ◽  
Anggalia N ◽  
Wiwin Handayani
Keyword(s):  
Growth And Development ◽  
The Internet ◽  
Literature Study ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Game Addiction ◽  
Intrapersonal Intelligence ◽  
The Impact ◽  
Traditional Game ◽  
The Brain

Game addiction is a pattern of behavior experienced by a person and results in indifference to other activities. The impact of game addiction can be prevented with traditional games that can help improve cognitive, social, and psychosocial. The aim of traditional game selection is to stimulate the brain to think critically and critically and to reduce the impact of games and the internet. To completed of this literature, the method used is a literature study specifically from 443,000 articles that fit the topic of 14 articles with vulnerable years from 2014-2019. From the results of the literature study it was found that one example of a traditional game is Lego. Lego can activate 9 benefits of traditional games including linguistic intelligence, mathematical logic intelligence, visual-spatial intelligence, musical intelligence, kinesthetic intelligence, natural intelligence, intrapersonal intelligence, intrapersonal intelligence, and spiritual intelligence. Other preventive measures can be done is to limit the duration of play, recognize the ins and outs of games in the game and the internet to be more vigilant and hold counseling for parents to activate or reintroduce traditional games that can help improve the basic abilities of children in all fields, especially in children 3-12 years, namely the growth and development phase is still ongoing. So that it can help the process of growth and development according to the child's period. Keywords: Game Addiction, Legos, and Traditional Games. Abstrak : Kecanduan game merupakan pola perilaku yang dialami oleh seseorang dan mengakibatkan acuh terhadap aktivitas yang lain. Dampak dari kecanduan game dapat dicegah dengan permainan tradisional yang dapat membantu peningkatan kognitif, sosial, dan psikososial. Tujuan pemilihan permainan tradisional untuk merangsang otak berpikir kratif dan kritis serta mengurangi dampak game dan internet. Dalam menyusun metode yang digunakan adalah studi pustaka secara spesifik dari 443,000 artikel yang sesuai dengan topik sebanyak 14 artikel dengan rentan tahun dari 2014-2019. Dari hasil studi literatur didapatkan bahwa salah satu contoh permainan tradisional adalah lego. Lego dapat mengaktifkan 9 manfaat dari permainan tradisional diantaranya kecerdasan linguistik , kecerdasan logika matematika, kecerdasan visual-spasial , kecerdasan musikal, kecerdasan kinestetika, kecerdasan natural , kecerdasan intrapersonal , kecerdasan intrapersonal, dan kecerdasan spritual. Tindakan pencegahan yang lain bisa dilakukan adalah membatasi durasi bermain, mengenali seluk beluk permainan dalam game dan internet agar lebih waspada serta diadakannya konseling bagi orang tua untuk  mengaktifkan atau memperkenalkan kembali tentang permainan tradisional yang dapat membantu meningkatkan kemampuan dasar anak di segala bidang terutama pada anak usia 3-12 tahun, yaitu fase tumbuh kembang masih berlangsung. Sehingga dapat membantu proses tumbuh kembang sesuai dengan periode anak. Kata Kunci : Kecanduan game, Lego, dan Permainan Tradisional.

scholarly journals Visual-Spatial and Intrapersonal Intelligence in Learning of Rampak Kendang Art for Elementary School Students

2020 ◽  
Vol 7 (1) ◽  
pp. 49-60
Author(s):  
Fery Setyaningrum ◽  
Heni Siswantari
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Students ◽  
Spatial Intelligence ◽  
Descriptive Research ◽  
Visual Spatial ◽  
The People ◽  
Long Time ◽  
Data Validity ◽  
Intrapersonal Intelligence

ABSTRACT The art of rampak kendang in Patimuan Cilacap Regency is an art that has existed for a long time and is hereditary in the people of Cilacap. In learning the art of rampak kendang, two types of plural intelligence exist and have their character in the form of visual-spatial and intrapersonal intelligence. This study aims to describe how visual-spatial and intrapersonal intelligence can form through the learning art of rampak kendang in elementary school students in Patimuan Cilacap. This research method uses descriptive research with a qualitative approach. Methods of data collection using observation, interviews, and document studies to analyze content, this study uses data validity techniques in the form of source triangulation, with data analysis techniques for data reduction, data presentation, and concluding. This study's results in the form of the formation of visual-spatial and intrapersonal intelligence are influenced by internal, external, textual, and contextual factors. Visuals spatial are formed based on understanding art through the senses, primarily through the eyes in the form of colour and space, then transforming the learning the art of rampak kendang captured by the eye into another type of recording and becoming a musical work that appears. In contrast, intrapersonal intelligence is formed with the ability to understand oneself and act based on understanding, which includes strengths and limitations of self, moods, intentions, motivations, temperament and desires, self-discipline, and self-understanding and respect. This study concludes that visual-spatial intelligence is created in the form of creating space by making floor patterns, observing and recording the trainer and then can mimic the movements of kendang, and the use of dancers 'and musicians' face makeup, and costume selection for performances. Intrapersonal intelligence appears based on listening to and playing music among musicians to create strength in oneself, calm the mood, control oneself, and be motivated so that it becomes more disciplined and more self-respecting and the environment. Kecerdasan Visual Spasial dan Intrapersonal dalam Pembelajaran Seni Rampak Kendang bagi Siswa Sekolah Dasar ABSTRAK Seni rampak kendang di Patimuan Kabupaten Cilacap merupakan kesenian yang sudah lama ada dan turun temurun pada masyarakat Cilacap. Dalam pembelajaran seni rampak kendang ditemukan ada dua jenis kecerdasan jamak yang ada dan memiliki karakternya sendiri berupa kecerdasan visual spasial dan intrapersonal. Penelitian ini bertujuan untuk mendeskripsikan proses kecerdasan visual spasial dan intrapersonal dapat terbentuk melalui pembelajaran seni rampak kendang pada siswa sekolah dasar di Patimuan Cilacap. Metode penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kualitatif. Metode pengumpulan data menggunakan observasi, wawancara dan studi dokumen untuk menganalisis konten, penelitian ini menggunakan teknik keabsahan data berupa triangulasi sumber, dengan teknik analisis datanya reduksi data, penyajian data serta penarikan kesimpulan. Hasil penelitian ini berupa proses terbentuknya kecerdasan visual spasial dan intrapersonal dipengaruhi oleh faktor internal, eksternal, tekstual dan kontekstual. Visual spasial terbentuk berdasarkan memahami seni melalui pancaindera khususnya melalui mata berupa warna dan ruang, selanjutnya mentransformasikan bentuk dari pembelajaran seni rampak kendang yang ditangkap mata ke dalam bentuk wujud lain berupa rekaman dan menjadi karya musik yang rampak. Sedangkan kecerdasan intrapersonal terbentuk dengan kemampuan memahami diri sendiri dan bertindak berdasarkan pemahaman yang meliputi kekuatan dan keterbatasan diri, suasana hati, maksud, motivasi, temperamen dan keinginan, disiplin diri serta memahami dan menghargai diri. Kesimpulan penelitian ini adalah kecerdasan visual spasial tercipta berupa menciptakan ruang dengan membuat pola lantai, mengamati dan merekam pelatih kemudian bisa menirukan gerakan kendang, dan penggunaan make-up wajah penari dan pemusik, serta pemilihan kostum untuk pertunjukan. Sedangkan kecerdasan intrapersonal muncul ada berdasarkan mendengarkan dan memainkan musik antar anggota pemusik sehingga membuat kekuatan pada diri, menenangkan suasana hati, dapat mengendalikan diri, termotivasi sehingga menjadi lebih disiplin dan lebih menghargai diri serta lingkungan.

scholarly journals MULTIPLE INTELLIGENCES OF UNDERACHIEVERS AND OVERACHIEVERS IN SECONDARY SCHOOL ENGLISH

2021 ◽  
pp. 41-44
Author(s):  
Heera, K. S. ◽  
Arjunan, N. K
Keyword(s):  
Secondary School ◽  
Multiple Intelligences ◽  
Secondary School Students ◽  
School Students ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Inferential Analysis ◽  
Based Instruction ◽  
Ninth Grade Students ◽  
Larger Sample

Underachievement as a phenomenon among school students exists in all subjects,but it is more pronounced in English, especially among students whose medium of learning is vernacular.The multiple intelligences-based instruction has been suggested as a remedy for overcoming the achievement discrepancy in English among EFL learners.This requires understanding the multiple intelligences of underachievers in English in comparison with their overachieving counterparts. The study aims to compare underachievers and overachievers in English with respect to their multiple intelligences.The participants of the study consisted of 85 underachievers and 77 overachievers in English, separated statistically by employing regression method from a larger sample of 447 ninth grade students of Kerala. Data were collected by administering Multiple Intelligences Scale for Secondary School Students,developed by the investigator. Inferential analysis by employing independent sample t-test revealed that underachievers and overachievers in English differed significantly in their Verbal-linguistic intelligence, Visual-spatial intelligence, Intrapersonal intelligence, Interpersonal intelligence and Naturalistic intelligence. The overachievers excel the underachievers in all the five components of multiple intelligences.The underachievers and overachievers in English were found almost alike in their Logical-mathematical intelligence, Bodily-kinesthetic intelligence, Musical intelligence, Existential intelligence and Moral-ethical intelligence.

scholarly journals The Multiple Intelligences Relationships with Some Demographic Variables among a Sample of Students with Learning Difficulties

2012 ◽  
Vol 6 (2) ◽  
pp. 59 ◽  
Author(s):  
Mustafa. N. Al – Qamash
Keyword(s):  
Learning Disabilities ◽  
Multiple Intelligences ◽  
Social Intelligence ◽  
Assessment Tool ◽  
Learning Difficulties ◽  
Demographic Variables ◽  
Validity And Reliability ◽  
Students With Learning Disabilities ◽  
Spatial Intelligence ◽  
Visual Spatial

This study aims to find out the multiple intelligences among a sample of students with learning difficulties from their own perspective. The sample consisted of 220 students from fourth, fifth, and sixth primary grades in the directorate of education of the greater Amman area. For the purposes of the study, the researcher developed a multiple intelligences assessment tool with 72 items. The tool validity and reliability were estimated and showed acceptable validity and reliability. The findings indicated that social intelligence was the most prevalent, then visual-spatial intelligence, naturalist intelligence, existential intelligence, linguistic intelligences, logical mathematical intelligence, musical intelligence, and interpersonal. The least prevalent was sense of intelligence adynamic. The results also showed differences (p ≤ 0.05) in the prevalence of multiple intelligences of the students with learning disabilities due to sex in favor of females. Also, the results showed differences in the prevalence of multiple intelligences among students with learning disabilities due to the type of learning difficulty. 

scholarly journals Multiple Intelligence in the Perspective of the Qur'an

2020 ◽  
Vol 3 (2) ◽  
pp. 141-159
Author(s):  
M. Husnaini ◽  
Ahmad Syauqi Fuady ◽  
Irnie Victorynie
Keyword(s):  
Qualitative Research ◽  
Literature Review ◽  
Multiple Intelligences ◽  
Learning Strategies ◽  
Multiple Intelligence ◽  
Educational Institutions ◽  
Musical Intelligence ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Qualitative Descriptive

This is a qualitative-descriptive analytic research aims to explore cues in the Qur'an that describe the concept of multiple intelligences. In Islam, the Qur’an is a complete guide for life. Indeed, many books that talk about multiple intelligences. However, there hasn’t been a book that specifically explain multiple intelligences according to the perspective of the Qur’an. This qualitative research used a literature review (research library)—data obtained through a literary approach in library data collection. The data were then analyzed using a thematic interpretation approach (maudhu'i). The results of this study: (1) deep linguistic intelligence-Nisa: 82, Al-Baqarah: 171, Al-An'am: 50, Ali Imran: 7; (2) Logical-mathematical intelligence in Al-Waqiah: 58-59, Al-Insan: 2, Ar-Ra'du: 3, Al-Anbiya: 30, An-Nur: 43; (3) visual-spatial intelligence in Ar-Ra'du: 3, Qaf: 7-8; (4) kinesthetic intelligence in Al-Baqarah: 219, Yasin: 68; (5) musical intelligence in Asy-Syuara: 221-227; (6) intrapersonal intelligence in Adz-Dzariyat: 21, Al-Baqarah: 44, Yasin: 62, Al-Mulk: 10; (7) interpersonal intelligence in Ar-Rum: 21, Al-Baqarah: 76, Ali Imran: 118; (8) naturalist intelligence in Al-Baqarah: 164, An-Nahl: 11, An-Nahl: 69, Al-Ghasyiyah: 17; (9) existentialist intelligence in Yunus: 24, Az-Zumar: 42, Al-Baqarah: 269. Researchers suggest educational institutions should add new insights regarding their learning strategies with multiple intelligences, especially those whose source of inspiration is the Qur'an and to other researchers should examine concept of musical intelligence, interpersonal intelligence, and naturalist intelligence perspective of the Qur’an

scholarly journals Penerapan Model Pembelajaran Atraktif Berbasis Multiple Intelligences Tentang Pemantulan Cahaya pada Cermin

2016 ◽  
Vol 1 (1) ◽  
pp. 5
Author(s):  
Intan Kusumawati
Keyword(s):  
Multiple Intelligences ◽  
Effect Size ◽  
Multiple Intelligence ◽  
Test Design ◽  
Musical Intelligence ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Post Test

Penelitian ini bertujuan untuk mengetahui efektivitas penerapan model pembelajaran atraktif berbasis <em>multiple intelligence</em>s dalam meremediasi miskonsepsi siswa tentang pemantulan cahaya pada cermin. Pada penelitian ini digunakan bentuk <em>pre-eksperimental design</em> dengan rancangan <em>one group pretest</em>-<em>post test design</em>. Alat pengumpulan data berupa tes pilihan ganda dengan <em>reasoning</em>. Hasil validitas sebesar 4,08 dan reliabilitas 0,537. Siswa dibagi menjadi lima kelompok kecerdasan, yaitu kelompok <em>linguistic intelligence, mathematical-logical intelligence, visual-spatial intelligence, bodily-khinestetic intelligence, dan musical intelligence</em>. Siswa membahas konsep fisika sesuai kelompok kecerdasannya dalam bentuk pembuatan pantun-puisi, teka-teki silang, menggambar kreatif, drama, dan mengarang lirik lagu. Efektivitas penerapan model pembelajaran <em>multiple intelligence</em>s menggunakan persamaan <em>effect size</em>. Ditemukan bahwa skor <em>effect size</em> masing-masing kelompok berkategori tinggi sebesar 5,76; 3,76; 4,60; 1,70; dan 1,34. Penerapan model pembelajaran atraktif berbasis <em>multiple intelligence</em>s efektif dalam meremediasi miskonsepsi siswa. Penelitian ini diharapkan dapat digunakan pada materi fisika dan sekolah lainnya.

scholarly journals Multiple Intelligences of Students in SMAN 1 V Koto Kampung Dalam Padang Pariaman

2020 ◽  
Vol 5 (3) ◽  
pp. 14
Author(s):  
Rizki Rahman Putra ◽  
Rahmadhani Fitri ◽  
Indra Hartanto ◽  
Ganda Hijrah Selaras
Keyword(s):  
Multiple Intelligences ◽  
Learning Process ◽  
Howard Gardner ◽  
Spatial Intelligence ◽  
Self Confidence ◽  
Visual Spatial ◽  
Meaningful Relationship ◽  
The Right ◽  
Different Levels

Multiple Intelligences (MI) is a theory about intelligence that was triggered by Dr. Howard Gardner, a figure in education and psychology. Multiple Intelligences consist of linguistic intelligence, logic-mathematical intelligence, visual-spatial intelligence, gesture intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence. Everyone has MI at different levels. Therefore, each teacher should be able to understand the intelligence and abilities of each student well, this is because the conditions of students in the class are different and have different levels of intelligence. This is in accordance with the role of the teacher as a motivator, facilitator, and director. Many benefits can be obtained by knowing the level of MI of students, both for schools and for students themselves. some of the benefits of MI for students and schools, for students if the MI level is known it can increase their self-confidence and help students to choose majors. For schools the level of MI that students have can help teachers focus more on the learning process, helping to group students, can approach students according to the type of intelligence they have. In addition, by knowing the level of MI of students, teachers can develop optimally the potential that exists in students and can choose the right strategy in the learning process. From the results of observations at SMAN 1 V Koto Kampung Dalam Padang Pariaman it can be seen that there is no meaningful relationship between the MI overall and MI partially with the learning outcomes

scholarly journals Improving the Visual-Spatial Intelligence snd Results of Learning of Juniour High School Students’ with Multiple Intelligences-Based Students Worksheet Learning on Lens Materials

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
A. Gani ◽  
R. Safitri ◽  
M. Mahyana
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
Sampling Technique ◽  
Average Score ◽  
School Students ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Significant Difference ◽  
Quasi Experimental

<p>This research is done for the development of students’ worksheet (LKPD) about multiple intelligences-based lens materials for improving the students’ visual-spatial intelligence and results of learning of SMP N 2 Banda Aceh. This research uses a quasi-experimental design with pretest and posttest group. The sampling was done by purposive sampling technique. The data collection was conducted with pretest and posttest for visual-spatial intelligence and learning outcomes. The questionnaire was used to determine the response of students after using students’ worksheet based on multiple bits of intelligence. The results of normality and homogenity test show that the data was homogen and normally distributed. Therefore, the average difference test against the N-gain visual-spatial intelligence and learning outcomes between the two classes used t test and obtained a significant difference in learning outcomes between the two classes. The average score of the N-gain visual-spatial intelligence and learning outcomes for both classes was in the middle category, where the experimental class is 0.65 (65%), while for class gained control is 0.46 (46%). Learners gave a positive response to the use of multiple intelligences-based students’ worksheet dealing with lens materials that can enhance their visual-spatial intelligence and learning outcomes.</p>

scholarly journals PENGEMBANGAN KECERDASAN JAMAK PADA ANAK USIA DINI

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

<p>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.</p><p> </p><p>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).</p><p> </p><p>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.</p><p> </p><p>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.</p>

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