Research on College Physical Education Reform Method based on Multiple Intelligences Theory

With the development of the times, people put forward higher and higher requirements for teaching, as well as physical education “Multiple Intelligences Theory" is applied in teaching reform in many fields. Multiple intelligences theory also plays a key role in sports teaching reform and promotes the development of sports teaching reform. The application of Multiple Intelligences Theory in physical education makes up for many shortcomings in traditional physical education. The teaching of eight kinds of intelligent organization courses is not only consistent with the spirit of quality education, but also aims to build a new physical education model suitable for students' comprehensive development in view of the shortcomings of traditional physical education and the needs of the times. Combining the characteristics of physical education teaching and the actual situation of students, it discusses how to apply Multiple Intelligences Theory to cultivate students' comprehensive intelligence in school physical education, in order to provide theoretical reference for physical education teaching reform.

Can an Educational Activity Program Based on Feuerstein’s Program and Gardner’s Theory Increase Excellence and Creativity in Math in Omani Students?

Excellence and creativity in mathematics are necessary requirements for the twenty-first century, and some countries have gone to build and develop new curricula for excellence and creativity. We prepared an activity program in mathematics based on Feuerstein's instrumental enrichment program and Gardner's multiple intelligences theory to increase excellence and creativity in mathematics for Omani students.We hypothesized that the success of previous programs based on the same foundations would generalize to Omani students. Inan experiment,the experimental group received a special training and the control group did not. We then checked whether the pretest-posttest gain was larger for the experimental group than for the control group. The study sample was comprised of an experimental group of n= 35 8th-grade girl students of class nr. 8/1 in Aesha bent Abu Bakr school in Salalah, Oman, and a control group of n= 36 of 8th-grade girl students of class nr. 8/3 in the same school.The differences in pretest-posttest gains were analyzed using t-tests, significance levels, correlations, and effect sizes.There were large and significant experimental effects in favor of the experimental group, showing these educational outcomes can be generalized to Oman.We note various limitations of the study and give various recommendations.

The Classification of Mathematical Literacy Ability in Cognitive Growth Learning Viewed From Multiple Intelligences

The purpose of this study was to determine the quality of the Cognitive Growth mathematical learning model towards mathematical literacy ability and to describe the classification of mathematical literacy ability viewed from the multiple intelligences theory. This type of research was descriptive qualitative. The subjects of this research were 30 grade VIII students of SMP IT Ihsanul Fikri in Magelang City who had a tendency towards each type of multiple intelligences. The instruments used were a test and interview instruments. Data analysis the Miles and Huberman model. The results of the research were as follows: (1) the quality of mathematical learning using the Cognitive Growth model was in the good category; (2) the classification of mathematical literacy ability in Cognitive Growth learning viewed from multiple intelligences theory of grade VIII students was: with verbal-linguistic, logical-mathematical, and musical intelligences at level 4; with visual-spatial intelligences at level 3, with intrapersonal intelligences at level 2; and, with bodily-kinesthetic, interpersonal, and naturalistic intelligences at level 1.

Intelligence Concept: A Cross-cultural Study of University Students from The Javanese and Madurese in East Java

Intelligence is often used as a benchmark to predict someone's success in the future. Therefore, intelligence is also often used as a reason for someone to label individuals who do not have the abilities that others want. Students of education as prospective educators in the future have a fairly central role in providing understanding about the intelligence that students have to parents, senior teachers, and students themselves. Before becoming an educator, education students are expected to have a good concept of intelligence so that the understanding given can be done precisely. This study aims to reveal the concepts of intelligence subjective to the students of prospective educators from the Javanese and Madurese tribes. The study used a qualitative research approach with a case study model that emphasized the exploration of a system that intertwined with each other. The results showed that education students who originated from Javanese and Madura tribe have a very diverse concept of intelligence. Despite the diverse concept of intelligence, the concept of the student intelligence of both tribes has a relation that complements each other. Students of both tribes also have the view that each individual has different intelligence. Therefore, most of the students from both tribes have been in line with Howard Gardner's multiple intelligences theory. The findings in this study are that interpersonal intelligence is considered to be the most prominent by the Madurese people, because the ability to connect and connect with others is very high.

Improving Teaching of Mathematics through Multiple Intelligences Theory based activities at Secondary School Level

This study was conducted to improve the academic achievement of students in the subject of mathematics at the secondary school level through the application of multiple intelligences theory-based activities at the secondary school level. The researcher used a true experimental design in this study. The population of the study comprised of all secondary school students of district Bannu and 60 students were randomly selected as a sample of study who were further divided(based on pre-test score) into two equivalent groups (Control and Experimental). The experimental group was taught through MIT-based activities, while the control group was taught through the traditional method of teaching. This treatment lasted for eight weeks. At the end of the procedure, a post-test was conducted to find out its outcome. The data obtained was analyzed by SPSS. To compare the achievements of both classes, researchers used the Independent Sample t-test and the Paired Sample t-test. To find out its effect size, Cohens'd was used. Results showed that the experimental group taught through multiple intelligence theory-based exercises has good academic achievements as compared to the results control group taught through the conventional method of teaching.