Multiple Intelligences of Students in SMPN 22 Padang

Multiple Intelligences (MI) is a theory about intelligence that was triggered by Dr. Howard Gardner, a figure in education and psychology. a person's intelligence suddenly is not measured by the results of a standard psychological test, but can be seen from a person's habits on two things. First, someone's habits solve their own problems (problem solving). Second, a person's habits create new products that have cultural values (creativity). MI-based learning is a learning process in which when the teacher wants to teach a learning material, the teacher teaches according to the tendency of students' learning styles, because in a classroom there are several students who each have different MIs. The intelligence consists of nine levels of intelligence and is known as the Multiple Intelligences (MI) which includes: 1) linguistic intelligence, 2) mathematical-logical intelligence, 3) visual spatial intelligence, 4) physical-kinesthetic intelligence, 5) musical intelligence, 6 ) interpersonal intelligence, 7) intrapersonal intelligence, 8) naturalist intelligence, and 9) existential. Many benefits can be obtained by knowing the level of MI of students, both for schools, teachers, and students themselves. MI for students is also influenced by several factors, including; innate factors; environmental factor; and maturity factors, this maturity factor related with people age.

Download Full-text

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.

Download Full-text

MULTIPLE INTELLIGENCE BASED-EDUCATION Mewujudkan Indonesia sebagai Bangsa Para Juara

Al-Mudarris (Jurnal Ilmiah Pendidikan Islam) ◽

10.23971/mdr.v1i2.1030 ◽

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

Download Full-text

Multiple Intelligence in the Perspective of the Qur'an

Indonesian Journal of Islamic Education Studies (IJIES) ◽

10.33367/ijies.v3i2.1358 ◽

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

Download Full-text

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

JIPF (Jurnal Ilmu Pendidikan Fisika) ◽

10.26737/jipf.v1i1.52 ◽

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 multiple intelligences dalam meremediasi miskonsepsi siswa tentang pemantulan cahaya pada cermin. Pada penelitian ini digunakan bentuk pre-eksperimental design dengan rancangan one group pretest-post test design. Alat pengumpulan data berupa tes pilihan ganda dengan reasoning. Hasil validitas sebesar 4,08 dan reliabilitas 0,537. Siswa dibagi menjadi lima kelompok kecerdasan, yaitu kelompok linguistic intelligence, mathematical-logical intelligence, visual-spatial intelligence, bodily-khinestetic intelligence, dan musical intelligence. 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 multiple intelligences menggunakan persamaan effect size. Ditemukan bahwa skor effect size masing-masing kelompok berkategori tinggi sebesar 5,76; 3,76; 4,60; 1,70; dan 1,34. Penerapan model pembelajaran atraktif berbasis multiple intelligences efektif dalam meremediasi miskonsepsi siswa. Penelitian ini diharapkan dapat digunakan pada materi fisika dan sekolah lainnya.

Download Full-text

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

Jurnal Atrium Pendidikan Biologi ◽

10.24036/apb.v5i3.6430 ◽

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

Download Full-text

SUBJECTIVE ASSESSMENTS OF MULTIPLE INTELLIGENCES AMONG BOSNIAN AND TURKISH STUDENTS

Problems of Education in the 21st Century ◽

10.33225/pec/15.67.07 ◽

2015 ◽

Vol 67 (1) ◽

pp. 7-16

Author(s):

Hakan Aydoğan ◽

Azamat Akbarov

Keyword(s):

Gender Differences ◽

Multiple Intelligences ◽

Subjective Assessment ◽

Howard Gardner ◽

Spatial Intelligence ◽

Visual Spatial ◽

Subjective Assessments ◽

Linguistic Ability ◽

Different Types ◽

Almost All

General intelligence is a good predictor of academic achievement. However, according to Howard Gardner, there are several types of intelligence. They have to be considered in the educational context because education requires various skills and abilities to be employed so that students could be successful. The main aim of our study was to examine subjective assessments of multiple intelligences among adolescents as well as to investigate possible gender differences. The questionnaire called ''Subjective assessment of multiple intelligences'' (SAMI) was applied, which serves us to collect data from the targeted sample of 162 participants in Bosnia and Herzegovina. Firstly, the results showed non-significant gender differences. Secondly, only verbal/linguistic ability significantly correlated with the age of participants. Lastly, almost all correlational coefficients calculated between different types of intelligence were statistically significant. For example, subjective assessment of logical/ mathematical intelligence correlated with intrapersonal abilities/skills, verbal/linguistic intelligence correlated with visual/spatial intelligence, and musical abilities correlated with visual/spatial intelligence as well. Key words: multiple intelligences, subjective assessment, gender differences, Bosnian students.

Download Full-text

THE INFLUENCE OF ARTISTIC AND AESTHETIC EDUCATION OF SCHOOLCHILDREN ON DEVELOPMENT OF MULTIPLE INTELLIGENCES

The Pedagogical Process Theory and Practice ◽

10.28925/2078-1687.2018.1-2.8287 ◽

2018 ◽

Author(s):

Alona Bovt

Keyword(s):

Multiple Intelligences ◽

Musical Instruments ◽

Aesthetic Education ◽

Situational Factors ◽

Howard Gardner ◽

Spatial Intelligence ◽

American Psychologist ◽

Visual Spatial ◽

High Level

The article describes how artistic and aesthetic education of schoolchildren affects intelligences defined by the distinguished American psychologist Howard Gardner. It is described that verbal-linguistic intelligence can be developed through acquaintance with the best examples of prose, drama and poetry as well as engagement of schoolchildren to express their own ideas and opinions. Arts also contribute to development of logical-mathematical intelligence, e.g. it helps to calculate precise proportions during painting and define clear perspective. Visual-spatial intelligence is closely related to imagination and transferring the imagined objects into reality contributes to development of this type of intelligence. Bodily-kinesthetic intelligence is associated with movements. Children are extremely active, that is why it is necessary to direct this energy into something useful, e.g. dancing or drama. As for musical-rhythmic intelligence, there is no better way to develop this type of intelligence as with the help of listening to music, singing songs, playing musical instruments and creating one’s own pieces of music. Interpersonal and intrapersonal intelligences contribute to the state of harmony with oneself and each other. Naturalistic intelligence is connected with communication with nature, and the process of artistic education contributes to the ability to see beauty in the nature, evaluate and protect it. Finally, existential intelligence relates to philosophical speculations about one’s own life and works of art can help to look at the life from the other perspective. In such a way, the importance of teaching arts and through arts in the process of developing multiple intelligences is emphasized. Besides, some difficulties that can impede the development of certain types of intelligence are identified (absence of necessary resources, historical, cultural, geographical, family and situational factors). The defining role of culture in the development of multiple intelligences is pointed out, as well as the fact that each culture possesses all the defined types of intelligences to some extent. To crown it all, it is emphasized that every child has the ability for a high level of development of any kind of intelligence under proper conditions, presence of skilled instructors and motivation.

Download Full-text

Design of Decision Support System for Mapping Student Interest in Information Technology and Computing Specialization

International Journal of Scientific Research in Computer Science Engineering and Information Technology ◽

10.32628/cseit195670 ◽

2019 ◽

pp. 44-50

Author(s):

Sri Sumarlinda ◽

Wiji Lestari

Keyword(s):

Information Technology ◽

Decision Support ◽

Decision Support System ◽

Learning Styles ◽

Multiple Intelligences ◽

Support System ◽

Cognitive Styles ◽

Research Field ◽

Spatial Intelligence ◽

Visual Spatial

The mapping of students will help the selection of student specialization in the research field. The purpose of this research is to develop and develop a decision support system to map and provide direction in the suitability of specialization in the field of computer / information technology to students. Development of a decision sThe mapping of students will help the selection of student specialization in the research field. The purpose of this research is to develop and develop a decision support system to map and provide direction in the suitability of specialization in the field of computer / information technology to students. Development of a decision support system design to map computer students with regard to the types of specialization in IT and Computing specialization. The specialization of students is divided into 8 specializations. The specialization is then correlated with indicators namely interests, grade of subjects, learning styles, multiples intelligences and cognitive styles. The leaning styles according to Memeletics Learning Styles Inventory consist 7 types namely : Visual, Aural, Verbal, Physical, Logical, Social and Solitary. The Multiple Intelligences according to Gardner's Multiple Intelligences Scale consist 8 types namely : Linguistics Intelligence, Logical Mathematics Intelligence, Visual Spatial Intelligence, Bodily Kinesthetics Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence and Naturalist Intelligence. The Cognitive Styles according to Martin Cognitive Styles Inventory consist 5 types namely: Systematic Style, Intuitive Style, Integrated Style, Undifferentiated Style and Split Style.upport system design to map computer students with regard to the types of specialization in IT and Computing specialization. The specialization of students is divided into 8 specializations. The specialization is then correlated with indicators namely interests, grade of subjects, learning styles, multiples intelligences and cognitive styles. The leaning styles according to Memeletics Learning Styles Inventory consist 7 types namely : Visual, Aural, Verbal, Physical, Logical, Social and Solitary. The Multiple Intelligences according to Gardner.'s Multiple Intelligences Scale consist 8 types namely : Linguistics Intelligence, Logical Mathematics Intelligence, Visual Spatial Intelligence, Bodily Kinesthetics Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence and Naturalist Intelligence. The Cognitive Styles according to Martin Cognitive Styles Inventory consist 5 types namely: Systematic Style, Intuitive Style, Integrated Style, Undifferentiated Style and Split Style.

Download Full-text

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

Download Full-text

MULTIPLE INTELLIGENCES OF UNDERACHIEVERS AND OVERACHIEVERS IN SECONDARY SCHOOL ENGLISH

10.36106/paripex/4004990 ◽

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.

Download Full-text