scholarly journals Hubungan Antara Kemampuan Musikal dengan Multiple Intelligences pada Anak

2021 ◽  
Vol 5 (2) ◽  
pp. 274-285
Author(s):  
Gloria Yohana Putri ◽  
Yoyok Yermiandhoko
Keyword(s):  
Multiple Intelligences ◽  
Music School

Multiple Intelligences pada anak dapat ditinjau melalui kemampuan musikalnya. Anak dapat menentukan jenis kecerdasan apa saja yang dimiliki. Dalam melakukan kegiatan bermusik, anak dapat mengespresikan bentuk kata maupun nada. Mengasah kemampuan musikal akan memberikan perubahan signifikan terhadap perkembangan motorik tubuh dan delapan kecerdasan otak. Tujuan penelitian ini adalah untuk mengungkapkan deksripsi hubungan antara kemampuan musikal yang dimiliki anak dengan Multiple Intelligences. Metode penelitian ini menggunakan pendekatan kualitatif dengan tentang penguraian kejadian-kejadian. Penelitian ini menguraikan tentang hubungan antara kemampuan musikal dengan Multiple Intelligences pada anak untuk menunjang kecerdasan anak melalui dunia pendidikan non formal. Hasil penelitian ini diperoleh dengan memaparkan sejumlah data berupa data deksriptif murid Melodio Music School yang masing-masing memiliki kemampuan vokal, bermain piano, dan bermain biola. Deskripsi kemampuan musikal pada anak-anak tersebut dihubungkan dengan kedelapan jenis kecerdasan majemuk. Setiap anak berkemampuan musikal memiliki kapasitas musikal yang dapat menunjukkan dominansi jenis Multiple Intelligences-nya.

Estimates of Ten Multiple Intelligences

2002 ◽  
Vol 7 (4) ◽  
pp. 245-255 ◽  
Author(s):  
Adrian Furnham ◽  
Thomas Li-Ping Tang ◽  
David Lester ◽  
Rory O'Connor ◽  
Robert Montgomery
Keyword(s):  
Multiple Intelligences ◽  
Male Partner ◽  
Bill Clinton ◽  
The Self ◽  
Tony Blair ◽  
Female Partners ◽  
American Students ◽  
Bill Gates ◽  
Nationality Differences

A total of 253 British and 318 American students were asked to make various estimates of overall intelligence as well as Gardner's (1999a) new list of 10 multiple intelligences. They made these estimations (11 in all) for themselves, their partner, and for various well-known figures such as Prince Charles, Tony Blair, Bill Gates, and Bill Clinton. Following previous research there were various sex and nationality differences in self-estimated IQ: Males rated themselves higher on verbal, logical, spatial, and spiritual IQ compared to females. Females rated their male partner as having lower verbal and spiritual, but higher spatial IQ than was the case when males rated their female partners. Participants considered Bill Clinton (2 points) and Prince Charles (5 points) less intelligent than themselves, but Tony Blair (5 points) and Bill Gates (15 points) more intelligent than themselves. Multiple regressions indicated that the best predictors of one's overall IQ estimates were logical, verbal, existential, and spatial IQ. Factor analysis of the 10 and then 8 self-estimated scores did not confirm Gardner's classification of multiple intelligences. Results are discussed in terms of the growing literature in the self-estimates of intelligence, as well as limitations of that approach.

European Differences in Self-Perceived Multiple Intelligences

1999 ◽  
Vol 4 (3) ◽  
pp. 131-138 ◽  
Author(s):  
Adrian Furnham ◽  
Tim Rakow ◽  
Ivan Sarmany-Schuller ◽  
Filip De Fruyt
Keyword(s):  
Sex Differences ◽  
Multiple Intelligences ◽  
Factor Structure ◽  
Factor Analyses ◽  
Verbal Iq ◽  
Sex Effects ◽  
Iq Scores ◽  
Culture Differences ◽  
Three Factor

In this study, 140 Belgian, 227 British, and 177 Slovakian students estimated their own multiple IQ scores as well as that of their parents (mother and father) and siblings (first and second brother and sister). Various factor analyses yielded a clear three-factor structure replicating previous studies. A sex × culture ANOVA on self-ratings of three factors that underline the seven intelligences (verbal, numerical, cultural) showed culture and sex effects as well as interactions. As predicted, males rated their own overall IQ, though not that of their parents or siblings, higher than females did. Males also rated their numerical IQ, but not their verbal or cultural IQ, higher than females did. There were few culture differences but many interactions, nearly all caused by Slovakian females, who rated aspects of their own and their fathers' IQ higher than Slovakian males, while the pattern for the Belgians was precisely the opposite. Participants believed their verbal IQ was higher than their numerical IQ and their cultural IQ. Males believed their verbal and numerical IQ score to be fairly similar, though much higher than their cultural IQ, while females believed their verbal IQ the highest, followed by numerical and cultural IQ. Females also believed they were more intelligent than both parents. Overall results showed consistency in the sex differences in ratings across cultures but differences in level of estimated IQ possibly as a result of cultural demands for modesty.

TEORI KECERDASAN, PENDIDIKAN ANAK, DAN KOMUNIKASI DALAM KELUARGA

1970 ◽  
Vol 6 (1) ◽  
Author(s):  
Muskinul Fuad
Keyword(s):  
Multiple Intelligences ◽  
Educational Activity ◽  
Howard Gardner ◽  
Human Beings ◽  
Brain Functions ◽  
Starting Point ◽  
The Family ◽  
Education Today ◽  
The Brain ◽  
Spatial Logics

The education system in Indonesia emphasize on academic intelligence, whichincludes only two or three aspects, more than on the other aspects of intelligence. For thatreason, many children who are not good at academic intelligence, but have good potentials inother aspects of intelligence, do not develop optimally. They are often considered and labeledas "stupid children" by the existing system. This phenomenon is on the contrary to the theoryof multiple intelligences proposed by Howard Gardner, who argues that intelligence is theability to solve various problems in life and produce products or services that are useful invarious aspects of life.Human intelligence is a combination of various general and specific abilities. Thistheory is different from the concept of IQ (intelligence quotient) that involves only languageskills, mathematical, and spatial logics. According to Gardner, there are nine aspects ofintelligence and its potential indicators to be developed by each child born without a braindefect. What Gardner suggested can be considered as a starting point to a perspective thatevery child has a unique individual intelligence. Parents have to treat and educate theirchildren proportionally and equitably. This treatment will lead to a pattern of education that isfriendly to the brain and to the plurality of children’s potential.More than the above points, the notion that multiple intelligences do not just comefrom the brain needs to be followed. Humans actually have different immaterial (spiritual)aspects that do not refer to brain functions. The belief in spiritual aspects and its potentialsmeans that human beings have various capacities and they differ from physical capacities.This is what needs to be addressed from the perspective of education today. The philosophyand perspective on education of the educators, education stakeholders, and especially parents,are the first major issue to be addressed. With this step, every educational activity andcommunication within the family is expected to develop every aspect of children'sintelligence, especially the spiritual intelligence.

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