INTEGRATION OF MULTIPLE INTELLIGENCE THEORY IN THE TEACHING AND LEARNING OF MORAL EDUCATION IN MALAYSIA : A CRITICAL ANALYSIS

Abstract

The purpose of this study is to analyze the advantages and needs of integrating various intelligence theories in the process of teaching and learning Moral Education in a more practical way. Smart individuals become human capital for the economic and social development of the country. However, efforts to highlight or expose the various intelligence available to students are still not given much attention by teachers. Identifying various aspects of student intelligence is still a challenge for teachers who implement the teaching and facilitation process in the Moral Education classroom. Moral Education teachers face problems to help students reach their maximum potential because of the unique and varied learning needs of students. In this regard, the theory of multiple intelligences is thought to be able to be a theoretical framework to define, understand, develop and assess the various intelligences that students have. This study uses a qualitative approach with text analysis design and document review. Therefore, this paper is structured into three parts. The first part is a discussion of the Moral Education curriculum in Malaysia, and issues in teaching pedagogy. The second part is a discussion of the theory of multiple intelligences and the Flow theory that supports it and the third part is the integration of the theory of multiple intelligences in the Daily Teaching Plan for one unit of teaching in the Moral Education class . This paper demonstrates the importance of the concept of integrating the theory of multiple intelligences in the teaching and learning of Moral Education. This article also proposes a framework for the preparation of Daily Teaching Plan for a teaching unit as a guide for Moral Education teachers. KEYWORDS : Moral Education, Multiple Intelligences, Teaching ,Learning, Integration , Flow Model