multiple intelligences
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نهى عبد الكريم حسين ◽  
نور أحمد سبانو

The need to diversify educational cloud activities arose due to social distancing, the widening of individual differences between learners, and the need to employ the possibilities offered by cloud education to achieve language goals. This research identifies the perceptions of non-native Arabic language learners towards the cloud-based educational activities based on the entrance of multiple intelligences. The descriptive approach was used, and a questionnaire was designed, consisting of: (Linguistic, Musical, visual- Spatial, Interpersonal, and Interpersonal). The sample consisted of (33) male and female students. The results showed that learners' perceptions are highly positive on all areas of activities. The highest percentage was interpersonal intelligence activities. Also, there are no statistically significant differences due to the sex. The originality of the research presents a vision of the entrance of multiple intelligences; To benefit from its educational applications in teaching Arabic online to non-native speakers, and to keep pace with global trends in the adoption of cloud education and its activities. It is also expected that the results of this research will benefit the following groups: institutions concerned with teaching foreign languages, experts who prepare curricula for teaching Arabic, and teachers of Arabic for non-native speakers.

Retos ◽  
2022 ◽  
Vol 44 ◽  
pp. 774-782
Guadalupe Del Rosario Martínez Aguilera

 Este trabajo buscó descubrir de qué manera la clase de educación física puede favorecer la manifestación de las inteligencias múltiples en la resolución de problemas en 27 alumnos de ocho a nueve años de un grupo de cuarto grado de una escuela primaria. Mediante el método cualitativo en la aplicación de una secuencia didáctica de siete sesiones se recogieron datos mediante una evaluación formativa utilizando entrevistas, observación y el cuaderno de educación física que los niños utilizaron a lo largo de la intervención donde expresaron parte de su experiencia y aprendizajes que adquirieron en la clase de educación física. Como resultado se observa que los alumnos expresan de manera específica los aprendizajes obtenidos en la secuencia didáctica en donde se manifiestan las inteligencias múltiples para la resolución de problemas permitiendo conseguir los objetivos de la secuencia didáctica. Se concluye la importancia de fortalecer una clase de educación física inclusiva mediante el enfoque de las inteligencias múltiples en donde los alumnos puedan expresar sus habilidades y capacidades para lograr los aprendizajes esperados de educación física, se enfatiza la necesidad de trabajar las competencias didácticas en los docentes para planificar escenarios aptos y estimulantes que permitan en el alumnado lograr un desarrollo integral.  Abstract. This work sought to discover how physical education class can favor the manifestation of multiple intelligences in problem solving in eight- to nine-year-old elementary school students. Through the qualitative method in the application of a didactic sequence of seven sessions, data was collected through a formative evaluation using interviews, observation and the physical education notebook that the children used throughout the intervention where they expressed part of their experience and learning that acquired in physical education class. As a result, it is observed that the students express in a specific way the learning obtained in the didactic sequence where multiple intelligences are manifested for solving problems, allowing to achieve the objectives of the didactic sequence. The importance of strengthening an inclusive physical education class through the approach of multiple intelligences is concluded where students can express their abilities and capacities to achieve the expected learning of physical education, the need to work on didactic skills in teachers is emphasized to plan suitable and stimulating scenarios that allow students to achieve development.

Aksara ◽  
2022 ◽  
Vol 33 (2) ◽  
pp. 245-256
Berhanu Asaye Agajie

AbstractThe objective of this study wasto investigate how literary folktale narrations promoting children's multiple intelligences. In this study qualitative design was adopted. The target populations of this study were found in Awi zone. In this case, expert sampling was used to capture multiple intelligences entrenched in a meticulous manifestation of knowledge in folktales.Through purposive sampling 20 folktale narrators (10 females and 10 male) were interviewed and two group discussions were conducted. The result of the study showed that engagement of children within literary narrations enablesthem to promote their linguistic, logical, spatial, musical, natural, interpersonal, intrapersonal, and bodily kinesthetic intelligences. Result and discussion showed thatliterary folktale narrations promote social cohesion regardless of age and gender. The children at any talent stage were acquainted with how to use their multiple intelligent through learning and their life experiences. This hypothesis is significant to elementary education because teachers able to observe more recurrently that students learn in different ways. Therefore, there is close relationship between literacy and folklore in influencing naturalist intelligencechildrento make a distinction among animals, categorize, and use features of the environment.Keywords: children, folktale, intelligences, literaryAbstrakTujuan penelitian ini adalah untuk meneliti bagaimana narasi folktale yang meningkatkan  kecerdasan multipel anak-anak. Dalam penelitian ini, digunakan desain kualitatif. Target populasi penelitian ini ditemukan di wilayah Awi. Dalam kasus ini, expert sampling digunakan untuk mengkaji kecerdasan multipel yang berakar dalam manifestasi pengetahuan folktale. Melalui purposive sampling(penyampelan berdasarkan tujuan), 20 pencerita folktale (10 perempuan dan 10 laki-laki) diwawancarai dan dua diskusi kelompok dilakukan. Hasil penelitian menunjukkan bahwa pelibatan anak-anak dalam narasi sastra memungkinkan mereka untuk meningkatkan kecerdasan linguistik, logis, spasial, musik, alami, interpersonal, dan kinestetik tubuh mereka. Hasil dan pembahasan ini menunjukkan bahwa narasi folktale meningkatkan hubungan sosial tanpa memandang usia dan jenis kelamin. Anak-anak pada setiap tahap bakat berkenalan dengan bagaimana menggunakan kecerdasan multipel mereka melalui pembelajaran dan pengalaman hidup mereka. Hipotesis ini sangat penting bagi pendidikan dasar guru dapat mengamati secara berulang-ulang bahwa siswa belajar dengan cara yang berbeda. Oleh karena itu, ada kaitan erat antara literasi dan cerita rakyat dalam memengaruhi kecerdasan alami anak-anak untuk membuat perbedaan di antara hewan, mengategorikannya, dan menggunakan karakteristik lingkungan.  Kata Kunci: anak-anak, dongeng, kecerdasan, literasi 

2022 ◽  
pp. 385-409
Pejman Sajjadi ◽  
Olga De Troyer

Empirical research that draws a framework on how the theory of MI could be incorporated in (learning) games is non-existent. Furthermore, the theory of MI fits well into the concept of individualization, as it distinguishes between individuals in terms of their abilities. In light of this, the chapter reports on the first evidence-based set of mappings between this theory and fundamental constructs of games known as mechanics. These mappings can be utilized by designers in the individualization paradigm of player-centered game design as guidelines on what mechanics to include in their design when targeting an audience with specific MI profiles. Such individualization can potentially positively affect the game experience of players while establishing the proper frame for affecting learning. As such, these mappings, available in form of a recommendation tool, act as guidelines on how to design (learning) games while considering the intelligences of the target audience.

2021 ◽  
Vol 5 (2) ◽  
pp. 107-126
Apri Wardana Ritonga

Digital-based Arabic learning has become a necessity that must be done by every teacher in the technology era. The concept of multiple intelligences is present as an answer to some of the perceptions that reveal that there are students who are stupid in the field of language. This study intends to explore the theoretical framework of multiple intelligences in learning Arabic in the digital era. Using a qualitative approach with library research methods in describing research findings. Research data was obtained from primary and secondary sources in the form of articles, proceedings and books. The collected data is then presented using a descriptive content analysis technique deductively. This research shows that the digital era is a great opportunity for teachers in compiling multiple intelligences-based learning that is tailored to the conditions and needs of students. In addition to the above aspects, the concept of multiple intelligences adopted in Arabic learning provides room to compete with other subjects that have applied multiple intelligences first. To refine these findings, further research is needed to test the learning outcomes using multiple intelligences with conventional learning without the concept of multiple intelligences.

2021 ◽  
Vol 13 (3) ◽  
pp. 2381-2390
Ucup Supriatna ◽  
Zulvia Trinova ◽  
Samuel PD Anantadjaya ◽  
Mariana Puspa Dewi ◽  
Irma M Nawangwulan

This qualitative research aims to determine how crucial Multiple Intelligence is in Islamic religious learning. The method in this research is a theoretical study that tries to find hypotheses by examining various research sources and online media about Multiple Intelligence. The collecting data is by gathering some literature obtained from various articles, both accredited national journals and reputable international journals. Data analysis is done by mapping from the collected data and obtaining literature from multiple intelligences in Islamic Religious Education. The result of this research is that with the application of multiple intelligences, the teacher can map the condition of students based on their potential and interests and with the among system, the characteristics of students can be continuously fostered without being shackled to their "independence" to develop.

2021 ◽  
Vol 3 (1) ◽  
pp. 34-43
Rocco Acocella

Since learning represents one of the most relevant aspects of a humans’ life on which many researches have been conducted, nowadays more than ever it is essential exploring forward-looking theories, achieving inspiring improvements and making an action towards innovation within the educational systems. The qualitative-explorative pilot case study at issue aims to investigate a potential connection between Experience and Multiple Intelligences in relation to the linguistic and personal learning process. Specifically, its main goal is to draw a better understanding of students’ perception on the impact of past living-studying experiences and multidimensional teaching techniques on their linguistic and personal growth. To further investigate these objectives, there have been analysed 33 qualitative feedback from academical students studying languages collected through an inductive reasoning-based online survey structured as written interview and composed by closed-ended multiple choice questions, open-ended questions and ranking questions. The major findings claim that both living and studying abroad contributes to acquire metalinguistic awareness, to improve language skills and to develop life-long skills. Additionally, students recognised the implementation of Multiple Intelligence as an effective alternative to lectures as language teaching-learning strategy thanks to its flexibility and openness towards skills diversity.

2021 ◽  
Vol 8 (2) ◽  
pp. 84-97
Muhammad Ikhlas ◽  
Kuswanto Kuswanto ◽  
Rosario F. Quicho

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

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 238-243
Ananda Fatara Suwandi ◽  
Hairunnisyah Sahidu ◽  
I Wayan Gunada

This research aims to develop problem-based learning model learning tools with multiple intelligences approaches to improve the effective physics problem-solving skills of learners. This research is research and development with 4D models defined, designed, developed, and disseminated. The products developed in the form of syllabus, lesson plan, student worksheet, and instrument tests of learners’ problem-solving and logical-mathematical skills. The validity of the product was assessed by six validators, namely three lecturers and three practitioner teachers with a Likert scale analysis. After the validity test, the learning device was conducted a limited trial that aims to measure the effectiveness of learning devices to get N-gain test scores through questionnaires about the ability to solve problems and mathematical logic of learners and efficiency determined from the response of teachers and learners. The results of the study based on assessments from validators showed the overall device averaged above 3.27 with excellent categories. Then the average result of the N-gain test obtained a value of 0.69 with a moderate category. Based on the results of the analysis of the response of learners to the module showed positive criteria with the acquisition of 66.7%. These results can be concluded that the developed product is effectively used in learning

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