DIMENSI KECERDASAN MAJEMUK DALAM KURIKULUM 2013

1970 ◽  
Vol 19 (1) ◽  
pp. 21-45
Author(s):  
Imam Machali
Keyword(s):  
Multiple Intelligences ◽  
Authentic Assessment ◽  
Social Attitudes ◽  
Howard Gardner ◽  
Knowledge And Skills ◽  
The Third ◽  
Visual Spatial ◽  
Scientific Approach ◽  
Development Of Competencies ◽  
Spiritual Attitude

This paper aims to reveal the relevance of changing and developing of 2013 curriculum with nine intelligences theory (multiple intelligences) developed by Howard Gardner. The results show that 2013 curriculum contains the development dimension of multiple intelligences that can be seen in three areas, the first is the development of competencies which consists of four competency cores; those are spiritual attitude, social attitudes, knowledge and skills. In agrove of multiple intelligences, they belong to several kinds of intelligences such as the dimensions of existential, interpersonal, intrapersonal, linguistic, logical-mathematical, musical, visual/spatial, bodily-kinesthetic, and naturalist/environment intelligence. The second is in the approach used in the form of a scientific approach, including; observing, asking, trying, reasoning, and communicating. The third is the scoring system done by authentic assessment.

EDUTAINMENT DALAM PENGEMBANGAN MULTIPLE INTELLIGENCES TEORI HOWARD GARDNER PADA ANAK USIA DINI

2018 ◽  
Vol 6 (2) ◽  
pp. 301
Author(s):  
Wahyuni Murniati
Keyword(s):  
Multiple Intelligences ◽  
Howard Gardner ◽  
Learning Models ◽  
Visual Spatial ◽  
The Brain

<p><em>There are nine intelligences proposed by Howard Gardner. Nine intelligences include: intelligence language, logical-mathematical, visual-spatial, bodily-kinesthetic, rhythmic-musical, intrapersonal, interpersonal, naturalistic and existential. When speaking of the intelligence then of course it's going to talk about a person's brain. In theory the brain, it is said that the brain will only absorb information if the brain is in a state of happy to get it. Then to condition it, teachers should make learning fun and humanizing learners. Appropriate learning models would improve intelligence learners. One model of learning that can be used to improve the intelligence of the learner is to use the model of edutainment. This article attempts to provide edutainment strategies in the use of the model to the increase of multiple intelligences of children.</em></p>

scholarly journals Implementasi Kurikulum 2013 (Pembelajaran PAI di SMA Negeri 1 Tungkal Jaya Kabupaten Musi Banyuasin)

2019 ◽  
Vol 2 (1) ◽  
pp. 17-30
Author(s):  
Ajmain Ajmain ◽  
Abdullah Idi ◽  
Abdurrahmansyah Abdurrahmansyah
Keyword(s):  
Time Allocation ◽  
Lesson Plan ◽  
Empirical Studies ◽  
Phenomenological Analysis ◽  
Social Attitudes ◽  
Knowledge And Skills ◽  
Scientific Approach ◽  
Qualitative Descriptive ◽  
Descriptive Approach

This research is entitled "Implementation of the 2013 Curriculum: (PAI learning in SMA Negeri 1 Tungkal Jaya)". This study was written to determine the learning process of PAI in SMA Negeri 1 Tungkal Jaya in the application of the 2013 curriculum. This study used a qualitative descriptive approach that was evaluative. In this research, theoretical and empirical studies are conducted, both studies are very important and necessary, both of which bridge the realization of the research. This research takes a case study in SMA Negeri 1 Tungkal Jaya with data collection tools: interviews, observations and documentation with phenomenological analysis with the stages of reduction, display and verification, through technical triangulation and source triangulation. The results of this study suggest that the implementation of the 2013 curriculum in PAI learning at SMA Negeri 1 Tungkal Jaya goes through several stages, namely: First: Planning stages, where teacher  make PAI lesson plan that include annual programs, semester programs, syllabus and lesson plan (RPP) which includes KI-KD, subject matter, the time allocation. Second: Stages of the implementation of learning. Learning carried out by PAI teachers emphasizes practice more than just theory, because the approach used is the 2013 curriculum scientific approach. Third: Stages of evaluation and evaluation, the assessment carried out is the assessment of spiritual attitudes, social attitudes, knowledge and skills.  

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 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>

scholarly journals Implementation of Scientific Approach in Physics Learning in Makassar City

2020 ◽  
Vol 8 (2) ◽  
pp. 121-136
Author(s):  
Andi Evi Sulfiyani Nurfathanah Amsal ◽  
Kaharuddin Arafah
Keyword(s):  
High Schools ◽  
Qualitative Study ◽  
Authentic Assessment ◽  
Research Data ◽  
Research Subjects ◽  
Physics Learning ◽  
Knowledge And Skills ◽  
Assessment Systems ◽  
Scientific Approach ◽  
Insufficient Time

This research is a qualitative study that aims to uncover the implementation of scientific approaches and assessment systems in learning physics at senior high schools in Makassar. The research subjects consisted of 8 physics class XI teachers from 4 schools in Makassar City. The research data were obtained through questionnaires, documentation, observation, and interviews. Interviews aim to synchronize data obtained through questionnaires, observations and documentation. Based on the results of the study showed that, a scientific approach in learning physics by teachers has been implemented even though it has not been maximized. Likewise, authentic assessment in learning physics in aspects of knowledge and skills has been carried out well, but not yet in the attitude aspect. The cause of the lack of optimal is insufficient time, different abilities of students, the willingness of students to ask questions and seek help, responded accordingly, the number of learners is large, and the readiness is still inadequate.

scholarly journals SUBJECTIVE ASSESSMENTS OF MULTIPLE INTELLIGENCES AMONG BOSNIAN AND TURKISH STUDENTS

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.

scholarly journals A content analysis study of scientific approach and authentic assessment in the textbook of Curriculum 2013

2019 ◽  
Vol 7 (2) ◽  
pp. 128-138
Author(s):  
Maryati Maryati ◽  
Enny Zubaidah ◽  
Ali Mustadi
Keyword(s):  
Content Analysis ◽  
Authentic Assessment ◽  
Knowledge Assessment ◽  
Attitude Assessment ◽  
Social Attitude ◽  
Analysis Study ◽  
Project Assessment ◽  
Scientific Approach ◽  
Semantic Validity ◽  
Spiritual Attitude

This research aimed to describe the scientific approach and authentic assessment of the textbook based Curriculum 2013, on the theme “save living beings” for grade 6 students of elementary school such as textbooks published by Puskurbuk, Yudhistira, and Erlangga. The design of this study was content analysis. The instrument of the research was the analysis sheet based on theories. The validity of the instrument and the data was semantic validity and expert judgment. The reliability of the data was stability and reproducibility. The techniques of data analyzing consisted of unitizing, sampling, recording, reducing, inferring and narrating. The results of this study were; (1) The scientific approach contents consist of five aspects: observation, questions, trying, reasoning, and communicating, which are not in order. So not all indicators in every aspect of the scientific approach are found in each sub-theme. (2) Authentic assessment contents consist of three aspects: attitude assessment about social attitude and spiritual attitude, the psychomotor assessment contains only practice, product, and project assessment, and knowledge assessment without oral and assignment assessment.

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

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.

scholarly journals Multiple Intelligences of Students in SMPN 22 Padang

2019 ◽  
Vol 4 (2) ◽  
pp. 112
Author(s):  
Kiki Mulyani ◽  
Rahmawati Darrusyamsu ◽  
Ganda Hijrah Selaras ◽  
Rahmadhani Fitri
Keyword(s):  
Learning Styles ◽  
Cultural Values ◽  
Multiple Intelligences ◽  
New Products ◽  
Howard Gardner ◽  
Learning Material ◽  
Musical Intelligence ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Teachers And Students

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.

scholarly journals Spritualitas dalam Kurikulum Madrasah Aliyah Nurul Ummah Yogyakarta

2021 ◽  
Vol 5 (1) ◽  
pp. 27-40
Author(s):  
Siti Aminah ◽  
Sinta Rahmatil Fadhilah
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Research Study ◽  
Authentic Assessment ◽  
Educational Goals ◽  
Social Attitude ◽  
Knowledge And Skills ◽  
The World ◽  
Education Science ◽  
Spiritual Attitude

The curriculum is one of the tools to achieve educational goals, and at the same time it is used as a guide in the implementation of the teaching and learning process at various types and levels of schools. The curriculum is the basis for reflecting the philosophy of a nation's view of life, it will be directed to where and how the life of this nation will be in the future, all of which are determined and described in an educational curriculum. Spiritual-based education is able to touch the innermost side of students, namely their hearts or hearts, so that students know and are aware that they were created by God, were born into the world with the task of worship, are able to live gratefully, love fellow humans and other creatures because of God alone, obey and diligent in worship, care for others, respect for parents and teachers. So this article will discuss values ​​and curriculum from the meaning, function, and development of values ​​and curriculum in education science. Regarding the curriculum in schools, the location in this mini research study is at MA Nurul Ummah. This article is a qualitative research. As for the results of his research, MA Nurul Ummah is currently implementing the 2013 curriculum. Authentic assessment in the 2013 curriculum includes attitudes, knowledge and skills competencies. The implementation of the 2013 curriculum currently divides attitude competence into two. The first is a spiritual attitude and the second is a social attitude. The violations that occurred at MA Nurul Ummah in general were not sharia-based or spiritual violations, but disciplinary violations, so the punishment given was an educational matter regarding the student's discipline and points were also given depending on the size of the violation.

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