An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness

The current paper aimed to identify the relation between ecological intelligence (EI) and the types of multiple intelligences (MI); and pointed out how ecological awareness could be raised through activities of MI. Data was gathered from the freshman students (N = 68) who studied at the Department of Primary Education. Four measures were used in this case study: interviews, multiple intelligence inventory (MII), ecological intelligence scale (EIS), and students' 5-min notes. Correlation analysis was used to find the relationship between the students’ ecological intelligence and the types of MI. The responses to interview questions were coded into discrete themes. Findings indicated that the intelligence type which had the most correlation with the sub-dimensions of EIS was InterP. Moreover, moderate relations were determined between the sub-dimensions of EIS and the types of MI which were Bodily/Kinesthetic (BK) and Visual/Spatial (VS). Although the students had difficulties in activities such as drama and role-playing for BK intelligence, they enjoyed, and had better motivation to learn collaboratively during the activities through visual tools. Ecological intelligence relates to various types of MI. Based on this assertion the activities of MI should be integrated in-class environmental activities for students to acquire ecological awareness and sensitivity.

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The Relationship between Multiple Intelligences and the Age of Institutional Teachers

JOURNAL OF ADVANCES IN LINGUISTICS ◽

10.24297/jal.v5i2.5181 ◽

2014 ◽

Vol 5 (2) ◽

pp. 582-586

Author(s):

Mani Jouzdani

Keyword(s):

Foreign Language ◽

Multiple Intelligences ◽

T Test ◽

Multiple Intelligence ◽

Teaching English ◽

The Relationship ◽

Paired T Test

This study tends to investigate whether the age of English as a Foreign Language (EFL) institutional teachers in Isfahan/Iran have any relationship with the intelligence they prefer to use, whether consciously or unconsciously, in teaching English as a foreign language. The intelligences considered for the purpose of this study are namely Interpersonal and bodily/kinesthetic intelligences proposed by Gardner (1983). In order to conduct this investigation a standardized questionnaire based on Berman (2001) and Christison and Kennedy (1999) Multiple Intelligence (MI) checklist was given to 117 male institutional teachers and the results were calculated using a paired T-test also ten interviews were conducted at the end of the case study on ten teachers after observing their classes. The results suggested that as the age of the teacher increase, to some extent, their preference in using interpersonal intelligence over bodily/kinesthetic intelligence increases as well. Also the case study conducted on one of the institutional teachers proved that teachers of older ages prefer using interpersonal intelligence over bodily/kinesthetic one.

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PENDIDIKAN BERBASIS ALQURAN

INTAJ : Jurnal Penelitian Ilmiah ◽

10.35897/intaj.v3i1.187 ◽

2019 ◽

Vol 3 (1) ◽

pp. 81-113

Author(s):

Ulfatun Nisa ◽

Fitriyah Mahdali

Keyword(s):

Educational Institution ◽

Social Institutions ◽

Boarding School ◽

Multiple Intelligence ◽

Explorative Study ◽

Modern System ◽

Relationship Of ◽

The Relationship ◽

Annual Time

This study focuses on the interconnection and the integration, namely about the relationship of, education and Alquran. This study is a case study that took Pondok Pesantren Al-Aqobah Diwek Jombang as the research location. There are several arguments that form the basis of this research, firstly, this pesantren is applying both the salafiyah boarding school system and the modern system of education of technology and science. Secondly, santris in this pesantren are required to memorize hadis and Alquran using the principle of one day five verses and one hadis. In a matter of months, santris in this pesantren have studied the science of religion which counts generally should be studied in annual time. This research is a qualitative-explorative study that uses the theory of interconnected-integrative paradigm. In accordance with the research theory, the formulation of the problem taken to conduct this research is “what is the paradigm of Quranic based education and how is it implemented in Pondok Pesantren Al-Aqobah”. The methods of data collection are documentation, observation, and interview. The findings of this study are: (1) Educational and Social Institutions of Pondok Pesantren Al-Aqobah Jombang is an educational institution that offers various programs to develop the potential of santri or students using Alquran as the basis for their education; (2) it uses the MIR (Multiple Intelligence Research) method as an effort to explore various kinds of children's abilities, and so that their potencies can be maximized.

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The Mediating Effect of Creative Thinking on Multiple-Intelligence and Thinking Patterns Among 10th-Grade Students in Abu Dhabi Private Schools

European Journal of Education ◽

10.26417/317ubz15f ◽

2021 ◽

Vol 4 (2) ◽

pp. 108

Author(s):

Ali Mohammed Ahmed Dawahdeh ◽

Mohammed Yousef Mai

Keyword(s):

Private Schools ◽

Creative Thinking ◽

Multiple Intelligence ◽

Mediating Effect ◽

Abu Dhabi ◽

Intelligence Scale ◽

10Th Grade ◽

Descriptive Approach ◽

The Relationship ◽

Scale Data

This study aimed at investigating the mediating effect of creative thinking on multiple-intelligence and thinking patterns among 10th-grade students in Abu Dhabi private schools. This study used descriptive approach and SEM. Also, the study sample consisted of 350 students from five private schools in Abu Dhabi. The instruments used were Gardner’s multiple-intelligence scale and thinking patterns scale. Data was analysed using descriptive statistics, correlation coefficient and Amos. The results showed significant positive relationship between multiple intelligences (IV) and thinking patterns (DV) through creative thinking (MV). Direct significant positive relationships were found between interpersonal intelligence (IV) and thinking patterns (DV) (r=.241); natural intelligence (IV) and thinking patterns (DV) (r=.113); musical intelligence (IV) and thinking patterns (DV) (r=.000); bodily-kinaesthetic intelligence (IV) and thinking patterns (DV) (r=.000). In conclusion, the findings revealed the influence of creative thinking on the relationship between multiple-intelligence and thinking patterns.

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The Relationship between Multiple-Intelligence and Thinking Patterns through Critical Thinking among 10th-Grade Students in Private Schools in Abu Dhabi

European Journal of Education ◽

10.26417/505qxk70n ◽

2021 ◽

Vol 4 (2) ◽

pp. 12

Author(s):

Dawahdeh Ali Mohammed Ahmed ◽

Mohammed Yousef Mai

Keyword(s):

Critical Thinking ◽

Private Schools ◽

Social Intelligence ◽

Multiple Intelligence ◽

Abu Dhabi ◽

Intelligence Scale ◽

Tenth Grade ◽

Descriptive Approach ◽

The Relationship ◽

Scale Data

This study aimed at investigating the relationship between multiple-intelligence and thinking patterns through critical thinking among tenth-grade students in Abu Dhabi private schools. This study used descriptive approach and SEM. Also, the study sample consisted of 350 students from five private schools in Abu Dhabi. The instruments used were Gardner’s multiple-intelligence scale and thinking patterns scale. Data was analysed using descriptive statistics, correlation coefficient and Amos. The results showed significant positive relationship between multiple intelligences (IV) and thinking patterns (DV) through critical thinking (MV). Direct relationships were found between linguistic intelligence (IV) and thinking patterns (DV) (r=.284); social intelligence (IV) and thinking patterns (DV) (r=.241); natural intelligence (IV) and thinking patterns (DV) (r=.113); musical intelligence (IV) and thinking patterns (DV) (r=.270); bodily-kinaesthetic intelligence (IV) and thinking patterns (DV) (r=.470). In conclusion, the findings revealed the influence of critical thinking on the relationship between multiple-intelligence and thinking patterns.

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Kecerdasan dalam Pembelajaran Matematika

AKSIOMA ◽

10.26877/aks.v11i1.5380 ◽

2020 ◽

Vol 11 (1) ◽

pp. 174-185

Author(s):

Jumadi Jumadi

Keyword(s):

Qualitative Study ◽

Multiple Intelligences ◽

Mathematics Learning ◽

Multiple Intelligence ◽

Test Results ◽

Iq Test ◽

Learning Mathematics ◽

The Relationship ◽

Iq Tests

This study aims to analyze the relationship between IQ test results and studentintelligence in learning mathematics through the Multiple Intelligence Theory.This research is a qualitative study which uses primary references forintelligence in mathematics learning and correlates with IQ tests based onmultiple intelligence theory.The results of research that discusses the theory of Multiple Intentions that areable to change the view of intelligence as seen from the results of IQ tests are nolonger relevant because IQ tests only discuss intelligence intelligence,mathematics and language. IQ tests only support math-intelligence andlanguage, while learning mathematics involves not only intelligence andlanguage. If the school wants to implement Multiple Intelligences in itseducation system, then it needs help from each teacher to ask to start and ask toput all his skills and creativity into teaching.Keywords: Multiple intelligence, multiple intelligence, IQ, mathematicalintelligence

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The Relationship between Multiple Intelligences of Preservice Elementary Teacher toward Their Gender and Performances

Profesi Pendidikan Dasar ◽

10.23917/ppd.v8i2.14028 ◽

2021 ◽

Vol 8 (2) ◽

pp. 84-97

Author(s):

Muhammad Ikhlas ◽

Kuswanto Kuswanto ◽

Rosario F. Quicho

Keyword(s):

Elementary Teachers ◽

Multiple Intelligences ◽

Elementary Teacher ◽

Pearson Correlation ◽

Multiple Intelligence ◽

Descriptive Statistics ◽

Survey Method ◽

Hierarchical Regression ◽

Study Results ◽

The Relationship

This research studies whether there is a significant relationship between the multiple intelligences of pre-service elementary teachers, their gender, and their performances. The survey method has been used for this study. A “Multiple Intelligence Profiling Questionnaire III (MIPQ-III)” was used to collect the multiple intelligences of the participants. Reliability-test has been used to see the consistency of the questionnaire. In order to analysis of the data, descriptive statistics, independent sample t-test, and Pearson correlation were used for this study. Results showed that naturalistic intelligence has the highest mean score. Meanwhile, logical-mathematics intelligence has the lowest mean score. Results also showed that logical-mathematic, verbal-linguistic, spatial, bodily-kinesthetics, and interpersonal intelligence have differences based on gender, while other intelligence has no differences. Furthermore, results also show that all intelligence, excluding naturalistic, positively correlates with the performances. Lastly, hierarchical regression shows that among the multiple intelligences, the logical-mathematics intelligence becomes a predictor for the performance of the pre-service elementary teachers. The implications of this study, such as the results, show a relationship between multiple intelligence and elementary school pre-service teachers. Besides that, it is found that the multiple intelligence of elementary pre-service teachers has a wide variety of impacts on the performance of those pre-service teachers in the future. Thus, it is expected that relevant stakeholders can better review these aspects, especially in the curriculum

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The Relationship between Multiple Intelligences and Listening Self-Efficacy among Iranian EFL Learners

English Language Teaching ◽

10.5539/elt.v9n6p199 ◽

2016 ◽

Vol 9 (6) ◽

pp. 199 ◽

Cited By ~ 4

Author(s):

Mohammad Davoudi ◽

Milad Chavosh

Keyword(s):

Statistical Analysis ◽

Standard Deviation ◽

Multiple Intelligences ◽

Language Proficiency ◽

Significant Relationship ◽

Self Efficacy ◽

Multiple Intelligence ◽

Efl Learners ◽

Intelligence Scores ◽

The Relationship

<p>The present paper aimed at investigating the relationship between listening self-efficacy and multiple intelligences of Iranian EFL learners. Initially, ninety intermediate male learners were selected randomly from among 20 intermediate classes in a Language Academy in Yazd. In order to assure the homogeneity of the participants in terms of overall language proficiency, PET was administered to the learners. Afterwards, based on the standard deviation and mean, 60 participants were chosen from among the original ninety learners. Following that, the learners were asked to complete the listening self-efficacy and multiple intelligences questionnaires. The results of statistical analysis indicated that there was a significant relationship between total multiple intelligence scores and the Listening self-efficacy of the learners. Moreover, all of the intelligence types, except kinesthetic intelligence as well as verbal and visual intelligence were significantly related to Listening self-efficacy. Additionally, it was found that interpersonal intelligence uniquely explained 5.4 percent of the variance in Listening self-efficacy scores and is thus the best predictor of listening self-efficacy scores.</p>

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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

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EMOTIONAL INTELLIGENCE AND STUDENTS’ ACADEMIC ACHIEVEMENT

Problems of Education in the 21st Century ◽

10.33225/pec/21.79.360 ◽

2021 ◽

Vol 79 (3) ◽

pp. 360-380

Author(s):

Abdo Hasan AL-Qadri ◽

Wei Zhao

Keyword(s):

Academic Achievement ◽

Factor Analysis ◽

Emotional Intelligence ◽

Positive Relationship ◽

Motivation To Learn ◽

Achievement Level ◽

School Students ◽

Intelligence Scale ◽

Research Findings ◽

The Relationship

Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students' academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students' emotional intelligence and motivation to learn. The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing. A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents' level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents' level of emotional intelligence according to the grade variable. Recommendations of the research were presented. Keywords: emotional intelligence, academic achievement, factor analysis, development and relationship

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Implementation of Multiple Intelligences Approach Based On Batak Angkola Culture in Learning Thematic For Class IV SD Negeri 100620 Pargarutan Julu South Tapanuli District

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v2i4.538 ◽

2019 ◽

Vol 2 (4) ◽

pp. 547-551

Author(s):

Frida Marta Argareta Simorangkir ◽

Darinda Sofia Tanjung

Keyword(s):

Multiple Intelligences ◽

Multiple Intelligence ◽

Learning Assessment ◽

Research Approach ◽

Self Assessment ◽

Analysis Techniques ◽

Descriptive Research ◽

Visual Spatial ◽

Thematic Learning ◽

Research Type

The purpose of this study is to describe the preparation, implementation and assessment related to the implementation of the Batak Angkola culture-based Multiple Intelligences approach in the thematic learning of grade IV SD 100620 Pargarutan Julu, South Tapanuli District. This research uses a qualitative research approach with descriptive research type. The subjects of this study were grade IV teachers and grade IV students. Data collection techniques used were observation, interviews, and documentation. Data analysis techniques consist of data reduction, data display and conclusion drawing. The results showed that the implementation of the Multiple Intelligences approach in thematic learning in grade IV SD 100620 Pargarutan Julu, South Tapanuli Districttook place well. The teacher has used varied learning methods and strategies for the Batak Angkola culture, including using lecture and story methods for students who are superior in verbal-linguistic intelligence, demonstrations in ritual ablution for students who are superior in physical-kinesthetic intelligence. For students who excel in multiple intelligence, the teacher teaches with presentations that combine creative linguistic, mathematical and kinesthetic methods with creativity. The learning assessment is reviewed from 3 aspects namely; 1) cognitive by oral, written and assignment tests, 2) affective by observation and self-assessment, and 3) psychomotor with project and practice assignments. It can be concluded that the teacher has carried out activities to provide apperception and motivation and to carry out multiple intelligence-based activities to develop the nine types of intelligence, including: linguistic-verbal, mathematical-logical, visual spatial, kinesthetic, musical, interpersonal, intrapersonal, naturalist and existentialist. So with the implementation of the Multiple Intelligences approach, thematic learning is more fun and meaningful.

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