Bodily-kinesthetic Intelligence Research Articles

Effective Application of Multiple Intelligences Theory in Music Education

Abstract This article discusses an innovative teaching model that integrates the theory of multiple intelligences into music education, including the design of teaching strategies and evaluation frameworks. Using fuzzy theory and credibility mechanism, the article proposes a fuzzy comprehensive evaluation model for assessing the quality of music teaching. The model realizes thorough evaluation by determining the evaluation set and the single-factor judging method. The study takes two classes of music majors as an example to conduct the factor analysis of the Students’ Music Performance Rating Scale and finds four main factors with a cumulative contribution rate of 33.36%. The results showed that the experimental group applying the Multiple Intelligences teaching strategy was significantly higher than the control group in music performance. The post-test after one year teaching experiment showed that the students in the experimental class showed highly significant improvement in bodily-kinesthetic intelligence, musical intelligence, and self-cognitive intelligence (P<0.01), as well as linguistic, spatial, and interpersonal intelligences (0.01<P<0.05). In contrast, logical-mathematical intelligences did not show any significant improvement (P>0.05). The study confirms the practical application of multiple intelligences theory in music education, shows the considerable effect of numerous intelligences teaching strategies in enhancing students’ intelligence, and provides new methods and perspectives for music teaching.

Learners’ Heterogeneity, Dominant Intelligences, and the Effects of Originality and Innovation in Entrepreneurship

This study examines the association between the heterogeneity of groups of learners, specifically in terms of dominant intelligences, and the novelty and originality of their learning projects in an entrepreneurship project, based on Gardner’s multiple intelligence theory. The main predictors of product novelty and originality were found to be motivation for learning and the number of dominant intelligences in a group. Findings also indicate that the recommended composition of intelligences for groups of learners in the field of entrepreneurship is a combination of bodily-kinesthetic intelligence, intrapersonal intelligence, mathematical-logical intelligence, and musical-rhythmic intelligence. Findings may have implications for entrepreneurship education and for teaching, learning and project assessment practices, with teachers implementing diverse teaching strategies directed at the needs of different learners.

Analisis keterampilan berpikir kritis matematis ditinjau dari multiple intelligences pada peserta didik kelas V di sekolah dasar

<p class="Abstract"><em>This study aims to explain and describe the ability to think critically mathematically in terms of Multiple Intelligence in fifth grade students at elementary school. The method used in this study is a qualitative approach with a case study research design. Sampling was carried out using purposive sampling technique. The data collection technique uses triangulation using data from document analysis, questionnaires, interviews, and observations. Data analysis was carried out descriptively and qualitatively. Based on the research results, it is known that the ability to think critically basically has different levels of ability when viewed from the perspective of multiple intelligences. Students have a lower level of critical thinking skills than their peers; However, they show extraordinary intelligence in certain areas. Students who fall into the categories of linguistic intelligence, musical intelligence, intrapersonal intelligence, and natural intelligence show lower order thinking skills (Lower Order Thinking/LOT) on mathematical critical thinking performance. Students with logical-mathematical intelligence and spacial intelligence category show High Order Thinking (HOT) on mathematical critical thinking performance. Students who fall into the category of bodily-kinesthetic intelligence and interpersonal intelligence show Middle Order Thinking (MOT) on mathematical critical thinking performance.</em> <em>This study focuses on the characteristics of students' multiple intelligences towards the level of critical thinking mathematics so that it can be used as a reference for classifying students in the process of learning mathematics.</em><em></em></p>

Investigation of the Effect of 12-Week Kinesthetic Intelligence Training Program on the Aggression Levels of Students with Intellectual Disabilities

This study aims to examine the effects of Mind Sports (chess and mancala) and Bodily-Kinesthetic Intelligence Training on the aggression levels of students with mild intellectual disabilities. The sample of the study consisted of a total of 60 students with mild intellectual disabilities (30 in the experimental group and 30 in the control group) who study at schools affiliated with the Gaziantep Provincial Directorate of National Education. While Buss–Perry Aggression Questionnaire (1992) was applied as a pre-test and post-test to both groups, three hours of Mind Sports and Bodily-Kinesthetic Intelligence training was given to the experimental group three days a week for twelve weeks. (Monday, Tuesday and Wednesday 1,5 saat Mind Sports and 1,5 saat Bodily-Kinesthetic Intelligence training) The data obtained were analyzed by conducting frequency and percentage analyses, while dependent and independent t-tests were conducted to analyze the pre-test and post-test data using the statistical software of SPSS 24.0. According to the pre-test scores, a significant result could not be found between the experimental and control groups (p>.05). According to the evaluation between the experimental group and the control group, a significant result was found in the post-test scores in favor of the experimental group (p>.05). Based on the data obtained, we can conclude that Mind Sports and Kinesthetic Intelligence Training positively reduce the aggression levels of children with mild intellectual disabilities.

Some Strategies to Teach General English Vocabulary to Intermediate Students. A Case Study at Binh Thuan College

This study aims to consider the distribution of multiple intelligences among students in order to apply some strategies to teach general English vocabulary to intermediate students of Binh Thuan College (BTC), Vietnam in academic year 2022-2023. The research participants were 35 students of BTC. Based on the data collected, there were 3 strong intelligences including Bodily-Kinesthetic Intelligence, Musical Intelligence, and Visual-Spatial Intelligence. Consequently, to teach vocabulary topics in 8 units of student’s books like jobs, sports, free-time activities, places in a city, common adjectives, things in a house, food and drink, appearance, clothes and colors, vacation activities, vacation items, daily activities, personality adjectives, hobbies and interests, the researcher used realia as well as mime, action, and gesture with support of the games and songs as strategies to teach vocabulary through classroom activities concerned about music, physical movement, and visuals.

Development of the Multiple Intelligences Promotion Model for Thai Learners

<p style="text-align: justify;">Recently, Thailand's educational policy focused on developing learners’ potential according to multiple intelligences. The research objectives were to develop the multiple intelligences (MI) promotion model and an MI screening test for Thai learners and propose policies to encourage MI so that learners can reach their full potential. The sequential mixed method was applied. First, the model and the MI screening test were developed. The participants were two groups of key informants, comprising 93 and 185 participants, respectively. The sample group consisted of 460 primary and secondary school students selected through multistage random sampling. The MI screening test consisted of characteristics of 45 behavioral observations. The result showed that the developing model was the “A2D model or AAD.” This model consisted of three components: nine areas of intelligence, eight continuity mechanisms, and two success conditions. The MI screening result revealed that most learners had outstanding bodily–kinesthetic intelligence, accounting for 40.4%. The least prominent aspect was musical intelligence, representing 16.2%. The proposal policies comprised (a) The aspect of foundation for learning management with access to the A2D model, consisting of four sub-policy proposals, and (b) The aspect of encouraging learners to develop their full potential, consisting of six sub-policy proposals.</p>

ASSESSING THE BODILY-KINESTHETIC INTELLIGENCE OF PRE-SCHOOLERS

The study focused on the presentation of an instrument developed to assess bodily-kinesthetic intelligence of pre-schoolers. There are presented activities and their evaluative procedure for the assessment of bodily-kinesthetic intelligence of preschool children. A secondary aim of this study was to evaluate, with the use of this instrument, a creative dance intervention programme which focused on the development of pre-schoolers’ bodily-kinesthetic intelligence. The sample of this study consisted of 28 preschool children in total, split into intervention and control groups. In the intervention group there were 15 preschool children (7 boys and 8 girls), with an average age of 5 ± 0.5 years, and in the control group 13 children (7 boys and 6 girls). To examine the effect of the creative dance intervention program on the development of children’s bodily-kinesthetic intelligence, data were analyzed with RM-ANOVA. By these means, we arrived at the conclusion that these creative dance sessions gave pre-school children the opportunity to employ and develop their bodily-kinesthetic intelligence.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /></p>

Effects of Multiple Intelligences Project on University Students’ Motivation towards English Language Learning: A Case Study in Vietnam

This study examines the impact of applying the Multiple Intelligences Project on university students’ English learning motivation. A quantitative research method was used in the research through multiple regression analysis. A total of 458 students from different universities in Vietnam participated in the study. The research results show that all of the four intelligences selected in the research model, including (1) Intrapersonal intelligence; (2) Bodily-Kinesthetic intelligence; (3) Musical intelligence; and (4) Naturalistic intelligence had a positive impact on students' motivation towards learning English, of which naturalistic intelligence had the greatest impact. On that basis, the study gives some suggestions for teaching and learning English with a view to improving students’ learning motivation. The findings of the study contribute to both theoretical and practical aspects since they proved the importance of Multiple Intelligences theory as an educational theoretical framework, as well as the significance of its application in the teaching process. The results of the research will also form the basis for further research.

Teachers’ Application of Multiple Intelligences Approach in Teaching Economics

The use of Gardner’s multiple intelligences (MI) theory is touted as one of the ideal ways of teaching students with diverse intelligences. However, there appears to be paucity of research in this area of knowledge. This study, therefore, explored the application of multiple intelligences approach in the teaching of Economics. The study was a quantitative research that adopted the descriptive cross-sectional survey design. In total, 100 senior high school teachers were selected for the study. Data were collected by the use of a 5-point Likert scale questionnaire, ranging from “never” to “very frequently.” Descriptive (mean and standard deviation) and inferential statistics (MANOVA) were used to analyse the data. The study revealed that Economics teachers frequently used interpersonal intelligences in teaching Economics. Additionally, it was found out that there was a statistically significant difference in the application of bodily-kinesthetic intelligence approach in the teaching of Economics based on Economics teachers’ teaching experience. However, the findings of the study showed no statistically significant difference in the Economics teachers’ application of MI approach in the teaching of Economics based on their gender. It was, thus, recommended that Ghana Education Service, Ministry of Education, and Non-Governmental Organisations should organise seminars and conferences for teachers to deepen their understanding of the application of the MI approach in the teaching of Economics. In addition, heads of senior high schools should organise professional development programmes and conferences to enable teachers acquire information on the following domains of MI: logical-mathematical, spatial, bodily-kinesthetic, musical, and naturalistic intelligences.

A Counseling System of Multiple Intelligence Theory Combined With kNN Classification Algorithm

Choosing the right career is always a big issue, an important concern for everyone. To have a job, which is suitable for you, firstly you must look at yourself, called the self, and you should be aware of what the self is then you can promote the strength of your own self and avoid your weakness. To help discover more about yourself, during researching and studying, we come up with the idea that we would propose a career counseling system based on Howard Gardner's theory. The system uses the theory of multiple intelligences (Abenti & Daradoumis, 2020) which is combined with the K-nearest neighbors (KNN) (Tang, Ying; Tang, Ying; Hare, Ryan; Wang, Fei-Yue;, 2020) algorithm to assist people and to give out a suitable suggestion about career path for them. We use the results of the eight intelligences retrieved from the KNN classification algorithm to give users the consulting for their career paths. This system is built with a dataset based on 56 multiple-choice questions. These include 48 multiple choice questions based on Howard Gardner's theory of multiple intelligences (Bravo, Leonardo Emiro Contreras; Molano, Jose Ignacio Rodriguez; Trujillo, Edwin Rivas, 2020), (businessballs, 2017) and 8 multiple choice questions which are the labels of the classifier. We divided the dataset into 8 subsets corresponding with 8 Intelligences defined by Howard Gardner with the collected dataset. In each subset, we build the KNN classifier model using KNN classification algorithm. This processing of 8 subsets come out with the results accuracy for the 8 Intelligences: linguistic intelligence (80.95%), logical-mathematical intelligence (82.14%), musical intelligence (96.43%), bodily-kinesthetic intelligence (82.14%), spatial-visual intelligence (82.14%), interpersonal intelligence (89.29%), intrapersonal intelligence (88.1%), existential intelligence (78.57%). With the outcome of 8 models, we have tested with 5 students and compared them to their actual intelligences. The comparison results tell us about the valuable potential in career path of the proposed counselling system, the advantages of this combination between Multiple Intelligence and KNN classifier.

MULTIPLE INTELLIGENCES OF UNDERACHIEVERS AND OVERACHIEVERS IN SECONDARY SCHOOL ENGLISH

Underachievement as a phenomenon among school students exists in all subjects,but it is more pronounced in English, especially among students whose medium of learning is vernacular.The multiple intelligences-based instruction has been suggested as a remedy for overcoming the achievement discrepancy in English among EFL learners.This requires understanding the multiple intelligences of underachievers in English in comparison with their overachieving counterparts. The study aims to compare underachievers and overachievers in English with respect to their multiple intelligences.The participants of the study consisted of 85 underachievers and 77 overachievers in English, separated statistically by employing regression method from a larger sample of 447 ninth grade students of Kerala. Data were collected by administering Multiple Intelligences Scale for Secondary School Students,developed by the investigator. Inferential analysis by employing independent sample t-test revealed that underachievers and overachievers in English differed significantly in their Verbal-linguistic intelligence, Visual-spatial intelligence, Intrapersonal intelligence, Interpersonal intelligence and Naturalistic intelligence. The overachievers excel the underachievers in all the five components of multiple intelligences.The underachievers and overachievers in English were found almost alike in their Logical-mathematical intelligence, Bodily-kinesthetic intelligence, Musical intelligence, Existential intelligence and Moral-ethical intelligence.

The Role Of Interior Design In Enhancing Educational Spaces For Children -To Adapt To Different Styles Of Learners .

Social sustainability aims to improve the quality of life for all segments of society in the present and the future and to provide comprehensive care by individuals and institutions in society for the benefit of society as a whole. And it requires that members of society as a whole reach a stage where they accept the differences between them and consider them as a place of strength and distinction for all. The interest in the human mind and its capabilities and methods of development is an embodiment of the interest in human wealth for the advancement of generations. Humanities scholars have been interested in measuring the human mind and searching for its nature and concepts of intelligence. Studies and scientific theories have proven that there is no single pattern of human intelligence, but rather that it is multiple and different for every person. individual alone . The types of multiple intelligences, represented in the innate biological abilities that can be observed in learners vary greatly, so the intelligent educational environment is the one that does not provide a single method for all learners with different characteristics. The study sheds light on the pattern of bodily-kinesthetic intelligence in children and how to prepare the environment of the internal educational space for these children so that they can be motivated to learn more effectively through the elements of the internal architecture that make up the educational spaces for them that correspond to their tendencies and interests, to employ their different creative abilities.

MULTIPLE INTELLIGENCES AND WORK STYLES

The primordial objective of this study was to determine the correlation between the multiple intelligences, work styles, and demographic attributes of the teacher-respondents. This study utilized the descriptive method of research. Data were collected using a questionnaire. Respondents of the study were high school teachers. When the respondents are grouped according to age, most of the teacher respondents are in the age range of twenty-six – thirty (26-30) which is 27.5%. Female teacher-respondents dominate the forty (40) sample size which is 60.0%. Most of them had teaching experience of 6-10 years, have master’s degrees. They have interpersonal intelligence followed by bodily-kinesthetic intelligence and mathematical-logical intelligence. The lowest are linguistic, musical, and intrapersonal intelligence. The work style of the teacher-respondents is geared towards autonomy with few references in leadership and managerial orientation. In general, findings revealed that there is no significant relationship between multiple intelligences and demographic attributes of the respondents, while there is a significant relationship between the multiple intelligences of the teacher-respondents with their work styles.

Incorporating Active Learning into Moral Education to Develop Multiple Intelligences: A Qualitative Approach

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.

Body Image and its Relationship to Interpersonal, Intrapersonal, and Bodily-Kinesthetic Intelligence

Body Image and its Relationship to Interpersonal, Intrapersonal, and Bodily-Kinesthetic Intelligence

The Impact of the COVID-19 Pandemic on Layoffs from a Labor Law Perspective

The COVID-19 pandemic directly impacts workers, which causes them to experience layoffs (PHK). So there is a need for a solution to the impact of the COVID-19 Pandemic for workers who have been laid off. This article aims to analyze the views of labour law on layoffs due to the direct effects of the COVID-19 pandemic. The method used is descriptive analysis with a normative juridical approach. This article concludes that educational institutions are needed to empower workers affected by layoffs due to the impact of COVID-19, considering that educational institutions have a significant contribution during or after the COVID-19 pandemic. Strategies that are planned to achieve the goals of these educational institutions will be achieved if the system that is intended to achieve these goals are not due to an accident but by plan is accompanied by good planning, control, design and executive education to be able to produce competitive graduates apart from being relevant in the job market. Creating their job opportunities, ready-to-use, ready-to-sell, ready-to-use and independent graduates, a life skill-based education system, which equips the skills to be willing, dare to face life and life problems during or after the COVID-19 pandemic. Fair without feeling depressed even proactively, creatively, innovatively looking for and finding solutions so that they can face problems during or after the COVID-19 pandemic. The concept of life skills in question is life skills that are broader than just skills for work or not just manual skills but self-awareness skills, personal skills, thinking skills. Rational (thinking skills), social skills, academic skills, vocational skills can explore 8 (eight) intelligence: Linguistic intelligence, Logical-mathematical intelligence, Intelligence, Bodily-kinesthetic intelligence, Musical intelligence, Interpersonal intelligence, Intrapersonal intelligence, Natural intelligence. With competencies in the form of 8 (eight) intelligence as described above, workers who have been laid off due to the impact of the COVID-19 pandemic have the potential to earn a decent income, which is one of the main assets in Indonesia's economic development.

A closer look at the bodily-kinesthetic intelligence in Physical Education classes

This article poses a reflection on the pedagogical practices developed during Physical Education classes in school. Intending to move beyond a diagnostic analysis of what concerns this area of knowledge in the school routine, this study aims to present this curricular component highlighted as bodily-kinesthetic intelligence. The change to a comprehensive view of the mind has unveiled human cognition and has enabled the identification of different cognitive forces with contrasting styles. Based on a narrative review, specific to this theme, focusing on pedagogical practices experienced in Physical Education classes, the guidelines on this subject, were analyzed. The main purpose of changing this mindset is to improve intelligence manifestations, by stimulating the individual’s innate potentials through opportunities. The considerations highlighted in this analysis allow us to reveal significant points for this area. In light of the principles of the Theory of Multiple Intelligences, this study portrays the importance in the choice of content that is representative of the reality of the receivers, developed through various learning pathways during Physical Education classes in school. The establishment of theoretical principles presented by Howard Gardner greatly contributed to the educational field, with emphasis on teaching through various approaches, allowing Physical Education to interpret the students’ performance with a focus on their potentials.

EVALUATION OF THE BODILY-KINESTHETIC INTELLIGENCE MODEL IN PHYSICAL EDUCATION TEACHING IN INDONESIA PRIMARY SCHOOL

Bodily-kinesthetic intelligence model refers to a person's potential to body fact system via hand and physique movement, control, and expression. This model is still rarely known in Indonesian primary school. The aim of this research was to determine the current bodily-kinesthetic intelligence model in physical education teaching for primary schoolers. Descriptive research was conducted with a qualitative and quantitative approach. The sample of this study was physical education teachers and primary school students. Literature review of the documents, questionnaire, observation, video recordings, photography and diary were used to explore the level of the student mind and fitness body. The result showed that the current Bodily-kinesthetic intelligence model in Physical Education Teaching did not allow the appearance of increasing the maximum of their physical and mental abilities. In conclusion, this study gives the assessment model of student human kinetic in order to fix the current issue of competence evaluation. Physical education teachers need to improve their teaching methods to allow students to reach physical and mental performance.

Investigation of multiple intelligence of primary school students

The aim of this research is to investigate the ability of multiple intelligence (MI) of male and female students from primary school. The total sample was 71 students consisting of 35 experimental group students and 36 in the control group in a primary school in Cilegon City, 2016-2017 academic year. In this study, the experimental group consisted of male students using learning with the MI and the control group consisted of female students using learning with the MI approach. Analysis of data obtained from this study, using the Independent Sample t-test and Pearson Product Moment Correlation Coefficient. The findings of this study indicate that there is a statistically significant difference between the ability of MI in the experimental group and the control group, where the average score experimental group is higher. These results can be seen in the average score of MI ability in the experimental group is higher in visual-spatial, music, logical-mathematical, interpersonal and bodily-kinesthetic intelligence. The average score of MI ability in the control group is higher in verbal-linguistic, naturalistic, and intrapersonal. These concluded that the results of the Investigation of Multiple Intelligence (MI) of Primary School Students in the experimental group (male students) were better than the control group (female students).

Corelation of Multiple Intelegence Profiles on Initial Conditions of Plant Anatomy Practicum to the Needs of a Blended Learning Digital Microscope

The practice of plant anatomy using a light microscope indicates the immeasurable diversity of students' intelligence in making observations, such as logical-mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, and naturalistic intelligence. The population of this study were 35 prospective biology education teacher candidates, a sample selected using Purposiv Sampling, citing the limited number of samples. This study uses a questionnaire response instrument to determine the response of multiple intelligence profile of the initial conditions of plant anatomy practicum and blended learning digital microscope needs profile. All instruments are in the valid and reliable categories. Data analysis of the relationship between multiple intelligence profiles on the initial conditions of plant anatomy practicum to the needs of a blended learning-based digital microscope was analyzed quantitatively by Pearson's bivariate correlation test. Compound intelligence profile at the initial conditions of plant anatomy practicum has a low criterion, the profile of students' needs for blended learning digital microscope has high criteria, and there is a significant relationship between the profile of compound intelligence at the initial condition of plant anatomy practicum towards the needs of a blended learning-based digital microscope.