Abstract
Recognizing and nurturing all the varieties of human intelligences is essential for exploring the talents of students and enabling their identification of multiple intelligences. Studies have suggested that eliciting the maximum potential of intelligences leads to students' success in their academic and future careers. The literature has shown that incorporating active learning into the teaching and learning of moral education to develop multiple intelligences is limited. Accordingly, this study aims to discover the various intelligences that exist among moral education students through the active learning method. Active learning implies that all learners are provided with time and assistance to realize their potential. In this regard, multiple intelligence theory is used as the theoretical framework for defining, understanding, developing, and estimating the various intelligences that students have. The research design for this study is the qualitative method. A total of fourteen students from two schools were chosen as research participants. Data were collected through observation, focus group interviews, and journal entries. These findings reveal that using the active learning method in moral education can develop students’verbal linguistic intelligence, logical–mathematical intelligence, musical intelligence, spatial intelligence, bodily kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, and naturalistic intelligence. Integration and internalization of the eight intelligences into active learning holistically will shape the personality and character of students in social life.
Highlights
All educators have the responsibility for creating a positive learning environment that provides learners with sufficient opportunities to practice, using the new knowledge and skills that they have gained
This study aims to discover the various intelligences that exist among moral education students through the active learning method
Data were collected through observation, focus group interviews, and journal entries. These findings reveal that using the active learning method in moral education can develop students’verbal linguistic intelligence, logical– mathematical intelligence, musical intelligence, spatial intelligence, bodily kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, and naturalistic intelligence
Summary
All educators have the responsibility for creating a positive learning environment that provides learners with sufficient opportunities to practice, using the new knowledge and skills that they have gained. The moral education curriculum encourages students to participate actively in the teaching and learning process. Active and interactive student participation in teaching and learning will give students the opportunity to ques-. 18 Incorporating Active Learning into Moral Education to Develop Multiple Intelligences: A Qualitative Approach tion, communicate, and interact with each other while giving and sharing opinions and ideas (Carr, Palmer & Hagel, 2015). Among the teaching and learning strategies proposed in the moral education curriculum is active learning. Teachers need to design and provide learning experiences in an active learning climate to foster a variety of student intelligences (Malaysia Ministry of Education, Standard Curriculum and Assessment Document, Moral Education, Form 2, KSSM, 2016)
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