Multiple Intelligences Survey: Analysis on Validity and Reliability of Indonesian Version

2019 ◽  
Author(s):  
Syarofis Si'ayah ◽  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Secondary Students ◽  
Learning Process ◽  
High Reliability ◽  
Essential Element ◽  
Learning Ability ◽  
Survey Analysis ◽  
Validity And Reliability ◽  
Motivation For Learning

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: intelligence or high learning ability; high motivation for learning; patience, emotional stability, and commitment to the learning process; availability of financial support; inspiration of the teachers; and disposition to time management in the learning process. In other side, Hoaward Earl Gardner initially proposed his theory of Multiple intelligences (MI) that encompasses seven different areas of intelligence (verbal, mathematical, musical, visual, kinesthetic, interpersonal, and intrapersonal), and later on added the eighth and ninth areas (naturalist and existential). Based on the perspective that intelligenceis an essential element for learning and academic achievement nor challenge that it isn’t dominated by a single general ability but differentiates human intelligence into specific modalities,we haveexamined empirically the instrument through rigorous survey data. The instrument used was Multiple Intelligences Survey (MIS) that translated into Bahasa Indonesia that involved 173 secondary students of both sexs in Kudus. In addition, the variables sex and discipline were also considered in this study. The findings of the study indicate that overall, the Indonesian version of the questionnaire has a high reliability. In addition, the results show a moderate to high relationship between sex and MI profiles of the students.

Multiple Intelligences Survey: Analysis on Validity and Reliability of Indonesian Version

2019 ◽  
Author(s):  
Syarofis Si'ayah ◽  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Secondary Students ◽  
Learning Process ◽  
High Reliability ◽  
Essential Element ◽  
Learning Ability ◽  
Survey Analysis ◽  
Validity And Reliability ◽  
Motivation For Learning

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: intelligence or high learning ability; high motivation for learning; patience, emotional stability, and commitment to the learning process; availability of financial support; inspiration of the teachers; and disposition to time management in the learning process. In other side, Hoaward Earl Gardner initially proposed his theory of Multiple intelligences (MI) that encompasses seven different areas of intelligence (verbal, mathematical, musical, visual, kinesthetic, interpersonal, and intrapersonal), and later on added the eighth and ninth areas (naturalist and existential). Based on the perspective that intelligenceis an essential element for learning and academic achievement nor challenge that it isn’t dominated by a single general ability but differentiates human intelligence into specific modalities,we haveexamined empirically the instrument through rigorous survey data. The instrument used was Multiple Intelligences Survey (MIS) that translated into Bahasa Indonesia that involved 173 secondary students of both sexs in Kudus. In addition, the variables sex and discipline were also considered in this study. The findings of the study indicate that overall, the Indonesian version of the questionnaire has a high reliability. In addition, the results show a moderate to high relationship between sex and MI profiles of the students.

Multiple Intelligences Survey Indonesian Version

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Syarofis Si'ayah
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Secondary Students ◽  
Learning Process ◽  
Time Management ◽  
High Reliability ◽  
Essential Element ◽  
Learning Ability ◽  
General Ability ◽  
Motivation For Learning

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: intelligence or high learning ability; high motivation for learning; patience, emotional stability, and commitment to the learning process; availability of financial support; inspiration of the teachers; and disposition to time management in the learning process. In other side, Hoaward Earl Gardner initially proposed his theory of Multiple intelligences (MI) that encompasses seven different areas of intelligence (verbal, mathematical, musical, visual, kinesthetic, interpersonal, and intrapersonal), and later on added the eighth and ninth areas (naturalist and existential). Based on the perspective that intelligenceis an essential element for learning and academic achievement nor challenge that it isn’t dominated by a single general ability but differentiates human intelligence into specific modalities,we haveexamined empirically the instrument through rigorous survey data. The instrument used was Multiple Intelligences Survey (MIS) that translated into Bahasa Indonesia that involved 173 secondary students of both sexs in Kudus. In addition, the variables sex and discipline were also considered in this study. The findings of the study indicate that overall, the Indonesian version of the questionnaire has a high reliability. In addition, the results show a moderate to high relationship between sex and MI profiles of the students.

Multiple Intelligences Survey Indonesian Version

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Syarofis Si'ayah
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Secondary Students ◽  
Learning Process ◽  
Time Management ◽  
High Reliability ◽  
Essential Element ◽  
Learning Ability ◽  
General Ability ◽  
Motivation For Learning

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: intelligence or high learning ability; high motivation for learning; patience, emotional stability, and commitment to the learning process; availability of financial support; inspiration of the teachers; and disposition to time management in the learning process. In other side, Howard Earl Gardner initially proposed his theory of Multiple intelligences (MI) that encompasses seven different areas of intelligence (verbal, mathematical, musical, visual, kinesthetic, interpersonal, and intrapersonal), and later on added the eighth and ninth areas (naturalist and existential). Based on the perspective that intelligenceis an essential element for learning and academic achievement nor challenge that it isn’t dominated by a single general ability but differentiates human intelligence into specific modalities,we haveexamined empirically the instrument through rigorous survey data. The instrument used was Multiple Intelligences Survey (MIS) that translated into Bahasa Indonesia that involved 173 secondary students of both sexs in Kudus. In addition, the variables sex and discipline were also considered in this study. The findings of the study indicate that overall, the Indonesian version of the questionnaire has a high reliability. In addition, the results show a moderate to high relationship between sex and MI profiles of the students.

Multiple Intelligences Survey: Analysis on Validity and Reliability of Bahasa Indonesia Version Through Different Education Level

2019 ◽  
Author(s):  
Syarofis Si'ayah ◽  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Survey Data ◽  
Essential Element ◽  
Education Level ◽  
Human Intelligence ◽  
Survey Analysis ◽  
Validity And Reliability ◽  
General Ability ◽  
Bahasa Indonesia

Based on the perspective that intelligence is an essential element for learning and academic achievement nor challenge that it isn’t dominated by a single general ability but differentiates human intelligence into specific modalities, we have examined empirically the instrument through rigorous survey data. The instrument used was Multiple Intelligences Survey (MIS) that translated into Bahasa Indonesia. The 4 expert judged our Indonesian translation version of MIS and 240 students responded to this version. It assesses nine type of intelligences: verbal, logical, visual, musical, kinesthetic, interpersonal, intrapersonal, naturalist, and existentialist. The findings of this work shows that the instrument is a valid and reliable and the entire statement can be completed in about 10 minutes. Through this work, we suggest our version of MIS in Bahasa Indonesia as an efficient instrument to measure the Indonesian students multiple intelligences in different education level.

Science Motivation Questionnaire II (SMQ-II): Analysis on Validity and Reliability of Bahasa Indonesia Version Through Various Learning Context

2019 ◽  
Author(s):  
Whasfi Velasufah ◽  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Survey Data ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Validity And Reliability ◽  
Learning Context ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we have examined empirically the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Bahasa Indonesia. The 4 expert judged our Indonesian translation version of SMQ-II and 240 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work shows that the questionnaire is a valid and reliable and the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest our version of SMQ-II in Bahasa Indonesia as an efficient instrument for assessing components of Indonesia students’ motivation to learn in various learning context.

scholarly journals Understanding Comprehensive Learning Requirements in the Light of al-Zarnūjī’s Ta‘līm al-Muta‘allim

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667019 ◽  
Author(s):  
Miftachul Huda ◽  
Jibrail Bin Yusuf ◽  
Kamarul Azmi Jasmi ◽  
Gamal Nasir Zakaria
Keyword(s):  
Learning Process ◽  
Time Management ◽  
Student Outcomes ◽  
Learning Ability ◽  
Educational Institutions ◽  
High Learning ◽  
Muslim Countries ◽  
Motivation For Learning ◽  
High Motivation ◽  
Quality Learning

This article examines the requirements for quality learning in Islam from the perspective of al-Zarnūjī and according to his book, Ta‘līm al-Muta‘allim. This book has been a source of reference for both students and teachers in many educational institutions in Muslim countries, particularly, the Islamic boarding schools in Indonesia. The article attempts to understand the students’ learning requirements proposed by al-Zarnūjī in the above treatise. It is, therefore, a library-based research. The research tackles many issues. It addresses the need for a broad-based learning process and analyzes the requirements in the light of the modern day learning circumstances. It was found that al-Zarnūjī’s theory of quality learning is conditional on six main principles which are, indeed, determinants of quality student outcomes. These are intelligence or high learning ability; high motivation for learning; patience, emotional stability, and commitment to the learning process; availability of financial support; inspiration of the teachers; and disposition to time management in the learning process. The notion of quality education is fundamental to the classical perspective of learning in Islam.

scholarly journals Nomophobic Prevalence and Academic Achievement of Higher Secondary Students Practicing Blended Learning during COVID-19 Pandemic

2021 ◽  
pp. 871-877
Author(s):  
Jijish Elias ◽  
P. M. Jayalakshmy ◽  
K. Jayaraman ◽  
M. Mirunalini ◽  
Issac Paul
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Secondary Students ◽  
Learning Process ◽  
Rating Scale ◽  
Smart Phone ◽  
Learning Activities ◽  
Smartphone Addiction ◽  
Adolescent Students ◽  
Mobile Phone Usage

Introduction: Smartphone usage for academic and non academic processes increased among the adolescent students, especially among Higher Secondary students. This increased usage developed a kind of addiction among them towards the smartphones and other mobile gadgets. The mode of delivering learning experiences also changed due to the pandemic and this makes the need of the current study. Aim: To identify the smartphone addiction termed as nomophobia and academic achievement of higher secondary students during blended learning activities which known for the mixing of appropriate theories, methods and technologies to optimise learning in a particular context. Materials and Methods: A standardised nomophobic rating scale utilised to check the extent of smartphone addiction among the higher secondary students. Their academic achievement is identified using an achievement test in the relevant subject. The higher secondary students from Kerala constitute the population of the current study and 30 among them practicing blended learning activities are selected for the study in a convenient manner. Results: The results show that students are more prevalent to the smart phone addiction during the blended learning process. The male students show a higher level of smartphone addiction when compared to their female counterparts while academic achievement does not differ with respect to gender. Locality of the higher secondary students has no significant role on their nomophobic prevalence and academic achievement.  Nomophobic prevalence correlated negatively with academic achievement but not at a significant level. Conclusion:  This study reveals the major issues about the need for adequate supervision of adolescent mobile phone usage especially during blended learning. It also emphasises the need and importance of timely interventions from teachers, parents, and professionals as the learning process shifted to blended methods after the pandemic among higher secondary level.

Analysis on Validity and Reliability of Science Motivation Questionnaire II (SMQ-II) Bahasa Indonesia Version

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Wahyu Eka Saputri
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Survey Data ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Validity And Reliability ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 206 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

Scientific Literacy Based on Multiple Intelligences and Learning Motivation

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Secondary Students ◽  
Random Sampling ◽  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Correlational Research ◽  
Science Motivation

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum informed that the academic achievement has six things dependency: ingenious acumen (intelligences), fervent desire (motivation), patience (when find difficulties), sufficent sustenance (to complete learning), guidance of a teacher (through learning), and length of time (intensively). Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first, multiple intelligences was examined based on Multiple Intelligences Survey (MIS). Second, science learning motivation was explored used Science Motivation Questionnaire II (SMQ-II). Third, scientific literacy was tested that focused on competence domain and environmental content. The participants of the study were 128 secondary students in Kabupaten Kudus choosen by random sampling technique. We used Pearson r to elaborate relation of scientific literacy with each type of multiple intelligences nor component of science learning motivation. It reveals that naturalistic intelligence and self-efficacy has strong correlation with scientific literacy. The findings suggest that it is important to facilitate students’ intelligence and motivations to guide them on achieving scientific literacy.

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