Implementation of Multiple Intelligences in Bayt Al-Hikmah Pasuruan First Middle School

Abstract

The purpose of this study was to examine and find out how the implementation of the concept of multiple intelligences learning at SMP Bayt Al-Hikmah Pasuruan, which is a pesantren-based school. The type of research used is qualitative with a descriptive approach. Data was collected through in-depth interviews, participatory observations, and document review. The data that has been collected was analyzed using qualitative data analysis techniques. The results of this research are: (1) education based on multiple intelligences is relevant to be applied in Islamic education, both micro, and macro. Islam has the concept of fitrah in terms of developing human potential, one of which is the multiple intelligences learning methods. (2) The implementation of learning consists of three important stages, namely: Student input; The amount received according to the class capacity and available rooms, then Multiple Intelligences Research (MIR) is held. Teacher input; the main requirement is that they are willing to continue learning and are committed, written tests, practice (micro-teaching), and interviews are carried out. Learning process; The teacher prepares a lesson plan based on the results of the MIR and SOP, implements a multiple intelligences strategy based on how the brain works, and evaluates/assesses student competencies, accompanied by a consultant "Guardian Angel. Student output. Student competencies include cognitive, psychomotor, and effective, which are assessed based on authentic assessments. Teacher outputs; Teacher competence is assessed based on 4 components (student learning outcomes, lesson plans, creativity, and teacher behavior). (3) the learning process in the Diniyyah program at the Bayt Al-Hikmah Islamic Boarding School although it is still traditional, it has developed the talents and interests of students according to the interests of the students, even though it has not implemented multiple intelligences thoroughly and is less structured. (4) The policy of independent learning has led to the concept of education that humanizes humans. Students are no longer seen as individuals whose learning development for several years is only measured by a series of standardized tests that do not measure up to a higher level of thinking. All children have the right to go to school regardless of such aspects of living standards because all children are seen as equal, namely individuals who will be directed by teachers to be able to develop optimally towards maturity.