The Role of Teacher in Science Learning through Multiple Intelligences in Sekolah Peradaban Cilegon

Lukman Nulhakim,Basuki Wibawa,Zulfiati Syahrial,Tuti Nuriah Erwin

doi:10.30870/jppi.v4i2.4101

Lukman Nulhakim, Basuki Wibawa + Show 2 more

Open Access

https://doi.org/10.30870/jppi.v4i2.4101

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Abstract

This study aims to see the role of teacher in science learning through Multiple Intelligences in Sekolah Peradaban Cilegon. This study describes the implementation of learning in Sekolah Peradaban Cilegon from the planning of learning, the implementation of learning and the assessment of learning. The method in this research is quantitative descriptive method. The research was carried out in Sekolah Peradaban Cilegon, with the subject of research is the 4th grade student and the amount are 14 students. The instrument used in this study is the observation sheet. The results of the study showed that the implementation of learning planning showed an average score of 4.66 or 93.33% which was in very suitable criteria, the implementation of learning showed an average score of 4.76 or 95.29% which was in very suitable criteria, and for the assesment of learning showed average scores of 4.5 or 90% is very suitable criteria. Based on the results of the study, it can be concluded that the role of teacher in science learning through Multiple Intelligences in Sekolah Peradaban Cilegon is in accordance with the criteria for learning that encourages Multiple Intelligences in Sekolah Peradaban Cilegon

Highlights

Science learning is the learning by defining a collection of knowledge that is arranged in a guided manner
This shows that science as a process is needed to create empirical and factual learning, so science learning is realized by implementing learning that trains process skills in how science products are found
Based on the the description, it can be concluded that the characteristics of science learning are part of the change in behavior which includes three domains namely: cognitive, affective and psychomotor as well as changes in behavior that occur because students already have abilities as expected in educational goals

Summary

INTRODUCTION

Science learning is the learning by defining a collection of knowledge that is arranged in a guided manner This is in line with the curriculum of 2013 that the science learning is connected with how to find out about the nature systematically, so that the mastery of a collection of knowledge in the form of facts, concepts or principles and a process of discovery (Wisudawati, 2014). The Multiple Intelligences based science learning is the learning where students learn actively, active learning is a learning process that involves students in learning activities to think, interact, try, find new concepts, or produce a work. The Multiple Intelligences-based science learning includes basic skills and integrated skills Both of these skills can train students to find and solve problems scientifically to produce science products, namely facts, concepts, generalizations, laws and new theories (Ibrahim, 2013). Based on the previous studies, level of intelegence that they have and the there is no study relating to the Multiple diverse characteristics of the student

Intelligences learning in the Sekolah

Peradaban Cilegon METHOD

Peradaban Cilegon namely the Multiple

CONCLUSION