Linguistic verbal intelligence in welding practice lectures

Abstract

This study aims to determine student linguistic intelligence, the level of student linguistic intelligence, and measure the relationship between linguistic intelligence and learning outcomes of welding practice lectures in the Undergraduate Program of Mechanical Engineering Education, Faculty of Engineering, Yogyakarta State University. The method used is a survey. The research was carried out in the Undergraduate Program of Mechanical Engineering Education, Faculty of Engineering, Yogyakarta State University. The research was conducted from April to July 2020. The research subjects were students of the 2018 batch of Undergraduate Program of Mechanical Engineering Education, Faculty of Engineering, Yogyakarta State University. The research variables are students’ linguistic intelligence (independent) and the learning outcomes of welding practice lectures (dependent). The results showed that the students’ verbal-linguistic intelligence was at an average value of 72.01%. 7.79% or as many as 6 students made verbal-linguistic intelligence the highest score compared to other intelligence. The significance value (Sig.) Is 0.450 and greater than 0.05, so it can be concluded that Ha is rejected, and H0 is accepted, that is, there is no significant influence between the verbal-linguistic intelligence of students (X) on student learning outcomes of welding practice (Y). The value of R Square is 0.009, which means that the effect of verbal-linguistic intelligence on students (X) on the learning outcomes of students in the Undergraduate Program of Mechanical Engineering Education, Faculty of Engineering, Yogyakarta State University (Y) is only 0.9% while 99.1% is influenced by other variables.