Logical-mathematical Intelligence Research Articles

THE PREVALENCE OF MULTIPLE INTELLIGENCES IN BASIC EDUCATION TEACHERS AND ITS ASSOCIATION WITH VARIOUS FACTORS WITHIN THE SULTANATE OF OMAN

The study aimed to identify the multiple intelligences of teachers of basic education schools and their relationship to some variables in the Sultanate of Oman and to identify the differences according to the variables of gender،experience and educational qualification. The study sample consisted of (200) male and female teachers. The researcher used the descriptive method، where the researcher applied a questionnaire as a data collection tool consisting of (66) items distributed in eight axes: linguistic intelligence, personal intelligence, logical mathematical intelligence, social intelligence، spatial intelligence, musical intelligence, natural intelligence, motor physical intelligence. To answer the study questions، the researcher used the analysis of arithmetic averages and standard deviations. The results of the study showed that the most prevalent types of intelligence among teachers of basic education schools were in descending order (spatial intelligence, social intelligence, natural intelligence, logical intelligence, physical intelligence، linguistic intelligence، musical intelligence). The results of the study also showed that the most prevalent types of multiple intelligences among (male) teachers of basic education schools. It came in descending order (natural intelligence, spatial intelligence, linguistic intelligence، personal intelligence, logical mathematical intelligence, motor musical intelligence, social intelligence، motor physical intelligence), and the results of the study also showed that the most prevalent types of multiple intelligence prevalent among (female) teachers of basic education schools were in descending order (spatial intelligence, personal intelligence، social intelligence, motor physical intelligence, logical intelligence، linguistic intelligence، natural intelligence، kinetic musical intelligence). The results of the study also showed that there

THE DEVELOPMENT OF THE MATHEMATICAL LOGIC INTELLIGENCE ASSESSMENT INSTRUMENT

Mathematical logic intelligence leads to the ability to think systematically, logically, and scientifically. This intelligence supports learning outcomes not only in the realm of mathematics but also in other fields such as physics, chemistry, statistics, and so on. So far, there has yet to be a valid and reliable mathematical logic intelligence assessment instrument for students in elementary schools or Madrasah Ibtidaiyah. This study aims to develop a valid and reliable mathematical logic intelligence assessment instrument for Madrasah Ibtidaiyah students. The research method is research and development with nine steps: (1) determining the purpose of preparing the instrument, (2) looking for relevant theories or material coverage, (3) preparing indicator items, (4) preparing instrument items, (5) validating the content, (6) revision based on validator input, (7) conducting trials on appropriate respondents to obtain participant response data, and (8) conducting analysis, and (9) assembling the instrument. The research instruments used tests and validation sheets. Instrument validation in the form of content validation and construct validation by three experts in mathematics learning at the Madrasah Ibtidaiyah. The test was conducted on grade V students doing the limited experiment. The study's results produced a test to measure mathematical logic intelligence in as many as nine items, which were valid and reliable items with a coefficient of 0.793. The mathematical logic intelligence assessment instrument consists of five indicators, namely: logical thinking with the ability to organize ideas systematically, abstract thinking with the ability to understand complex mathematical concepts, deductive thinking with the ability to conclude from given premises, inductive thinking with the ability to collect data, and analytical thinking using the ability to analyze and solve mathematical problems.

누리과정 연계 언플러그드 코딩 프로그램 개발 및 효과

The purpose of this study is to develop a coding program linked to the Revised Nuri Curriculum and verify its effects on children's creative thinking, learning-related social skills, and logical-mathematical intelligence. In order to achieve this goal, the effectiveness was verified through the steps of establishing the program goal, primary development of the program and modification and supplementation after field application, pre-testing, implementation of an unplugged coding program linked to the Nuri Curriculum for 5-year-old children, and post-testing. The developed program was used to conduct the study, which was carried out for 4 months at J Kindergarten in Hwaseong, where the children of the age of the study subject belong. One of the classes was assigned as the experimental group, and the other as the control group. Collected data from pre and post treatment were statistically analyzed by using covariance(ANCOVA) with SPSS WIN 22.0 program. The result showed that the coding program developed in this research has a positive impact on creative thinking, learning-related social skills, and logical-mathematical intelligence of children. The program built in this study provided meaningful implications for applying and realizing coding education in early childhood education.

Research on the Design of Adaptive Testing Based on Multiple Intelligences Theory and Its Impact on Student Learning Outcomes

This paper examines the transformative potential of incorporating Howard Gardner’s Multiple Intelligences Theory (MIT) into adaptive testing frameworks within the United Kingdom’s educational settings. By moving beyond traditional, one-dimensional assessments that prioritize linguistic and logical-mathematical intelligences, MIT-based adaptive testing aims to offer a more personalized and inclusive approach to evaluating student capabilities. Through a comprehensive review of recent research, this study explores the theoretical underpinnings of MIT, the design and implementation of adaptive testing models that accommodate a broader spectrum of intelligences, and the empirical impacts of such assessments on student engagement, motivation, and academic achievement. The findings highlight the benefits of adaptive testing for fostering a more equitable educational environment, while also addressing the challenges and considerations for successful implementation. The discussion underscores the need for ongoing research, professional development for educators, and the development of reliable and valid assessment tools. Ultimately, this paper contributes to the dialogue on enhancing educational practices to better meet the diverse needs of learners, advocating for assessment models that recognize and value the wide array of human intelligences.

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.

Teacher Performance in Developing Early Childhood Mathematical Logic Intelligence through Environmental Potential Educational Games

This study describes how the performance of teachers in developing mathematical logic intelligence of early childhood through Potential Environmental Educational Games. The purpose of this study is to know about : the performance of teachers, utilization potential environment as a learning media, and the impact of Potential Environmental Educational Games for Mathematical Logic Intelligence of children.
 Literature review in this study is the view of the concept of Non formal Education, education stream, learning theory and learning, teacher performance concepts, theories play, and educative games, and the concept of teacher performance.
 The research method used is descriptive outlines the results of the interview, observation, and study documentation in the field. Subjects in this study were teachers and early childhood at PAUD SPS Melati 01 Desa Tanjungwangi Kecamatan Cihampelas Kabupaten Bandung Barat .
 The analysis of data shows that the performance of a good teacher can achieve the goal of every learning, especially to improve the intelligence of children. Through the good performance, teachers able to implement learning activities with potential environmental Educational games can help children to improve mathematical logic intelligence . This can be observed by: ( 1 ) The performance of teachers through the activities of planning, implementation , and evaluation of learning, ( 2 ) Utilization of the potential environment as a learning through a variety of educative games that are made from raw material of the potential environment, ( 3 ) Impact of the use of educational games potential environment on children's mathematical logic intelligence can be seen from the ability to recognize more colors , have a good curiosity , is able to sort something , is able to know the size , love the game fiddle with numbers , able to sort the numbers , and were able to put something in accordance with the group. Utilization of the potential environment as educational games has many positive effects for children's intelligence and the solution of the problem a lack of APE owned by PAUD institutions.

Interactive Media for Increasing Logical-Mathematical Intelligences in Differentiated Instruction Practice

Logical mathematical intelligence is important to be trained from an early age in the demands of 21st century competencies, because it is related to problem-solving ability, a logical thinking, and numerical processing skills in daily life practices of early children. One alternative way to increase this intelligence is to use interactive media as a practice of digitalization and differentiated instruction in learning activities. Based on the problem, this study aims to increase the logical-mathematical intelligence of early childhood through the implementation of interactive media in learning activities. This research method used pre-experiment design in the form of one group pre-test and post-test. The sample in this study were children aged 5-6 years with a total of 21 children. Data collection instruments using logical mathematical intelligence observation sheets. Data analysis techniques using paired sample t-test. The result of the data analysis showed that the Sig. (2 tailed) of 0,000 0,05. Thus, there is an effect of implementing interactive media to improve logical-mathematical intelligence in early childhood learning by using differentiated learning practices.

The Effect of Fun Thinker’s Book Media on the Mathematical Logic Intelligence of 5 - 6-Year-Old Children

This study aims to determine the effect of fun thinker's book media on the mathematical logic intelligence of children aged 5-6 years at Nurul Taqwa Kindergarten. The research approach used is quantitative with the type of quasi-experimental design. The research design used is A non-equivalent control group design. The population of this study is children aged 5-6 years of Nurul Taqwa Pattunggalengang Kindergarten, Gowa Regency, with 30 children. The sampling technique used was purposive sampling, so the subjects in this study were 20 children aged 5-6 years. The data collection techniques used in this study were observation, tests, and documentation. The method used is descriptive and nonparametric statistical analysis using the Wilcoxon test. The results of hypothesis testing using the SPSS application show that the data is 2.271 and the sig value. (2- tailed) of 0.023 <0.05, then H1 is accepted and H0 is rejected. The results showed an effect of fun Thinkers book media on the mathematical logic intelligence of children aged 5-6 years at Nurul Taqwa Pattunggalengang Kindergarten, Gowa Regency.

The Influence of Number Dice Games in Improving Early Childhood Mathematical Logic in Early Childhood Education

Purpose of the study: The aim of this research is to determine the effect of the number dice game in improving the mathematical logic intelligence of young children in Early Childhood Education.
 Methodology: The method used in this research is quantitative with an experimental research design, the sampling technique is purposive sampling, with post test and pre test research instruments, the data analysis used is inferential statistics.
 Main Findings: The results of this research show that Early Childhood Education Teachers use the number dice game media used in mathematics learning, which is a game that children like because it is very easy and interesting to play. In order to stimulate various areas of development such as cognitive, language and social. Social skills trained in this game include the willingness to follow and obey the rules of the game, playing in turns. Mathematical cognitive skills that are stimulated are stating the order of numbers, recognizing number symbols and number concepts.
 Novelty/Originality of this study: The use of a number dice game introduces a novel and engaging way for young children to interact with mathematical concepts. It offers an enjoyable learning experience that can potentially enhance children's motivation and interest in mathematics, establishing a positive foundation for learning.

Meningkatkan Kecerdasan Logika Matematika Anak Usia 5-6 Tahun Melalui Media Game Edukasi di TK Aisyiyah Bustanul Afthal VII Pekanbaru

The purpose of this study was to improve the mathematical logic intelligence of children aged 5-6 years through educational game media at Aisyiyah Bustanul Afthal VII Kindergarten Pekanbaru. The method used in this research is class action research (Classroom Action Research) with the number of research subjects as many as 20 children consisting of 10 boys and 10 girls. Data collection techniques in this study were observation and documentation. The data analysis technique used in this research is the percentage technique. The results showed that the application of educational game media implemented in Aisyiyah Pekanbaru Kindergarten was carried out in two cycles where each cycle consisted of 3 meetings. The implementation and application of educational game media that researchers do with the help of an observer, namely one of the teachers at Aisyiyah VII Kindergarten Pekanbaru. Shows the results in accordance with what is expected where this educational game media has a positive impact on children's mathematical logic intelligence. in cycle I obtained an average score of 34.9 (43.6%) with the criteria starting to develop. There was an increase in the increase in mathematical logic intelligence in children at Aisyiyah Bustanul Afthal VII Kindergarten Pekanbaru in cycle II with an average score of 65.1 (81.3%) with very good developing criteria (BSB). From the research data above, it can be said that the increase in mathematical logic intelligence in each child has increased from before the research action compared to after the research action with educational game media at Aisyiyah Bustanul Afthal VII Kindergarten Pekanbaru.
 Keywords: math logic intelligence, educational games, classroom Action Research

Mathematical logical intelligence of students with high mathematical communication skills in system of linear equations in three variable

Mathematical logical intelligence greatly influences students' ability to solve mathematical problems, especially the ability to analyze logically in solving mathematical problems. This logical-mathematical intelligence is also closely related and has a positive impact on students' mathematical communication skills, both oral and written mathematical communication abilities. Based on the age development, MA students should be able to use logical thinking skills well. Through material students are tested and required to understand questions in the form of story questions to be able to solve the problem by first forming a mathematical model and then developing a plan to solve the problem. Thus, students indirectly get a stimulus to hone their reasoning and communication skills well. This study aims to analyze the mathematical logical intelligence of MA students with high mathematical communication skills on System of Linear Equations in Three Variable at MA Al-Islamiyah I Sumber Batu, Blumbungan, Larangan, Pamekasan. This type of research is qualitative descriptive research. The research instruments used were test questions and interview guidelines. The results showed that students who have high mathematical logical intelligence also have good competence for oral and written communication and are able to classify, compare, perform calculations correctly, reason deductively, make conclusions and check back according to the indicators in mathematical logical intelligence.

Fostering Multiple Intelligences in Elementary Schools: Harnessing Independent Curriculum-Based Learning in Elementary Schools

This study investigates multiple intelligence learning strategies within the context of independent curriculum-based learning (ICBL) in elementary schools. The case study qualitative research method was employed at SD Islam Nusantara, involving first-grade and fourth-grade teachers. Interviews and document analysis were utilized as data collection techniques. The gathered data was analyzed using Miles, Huberman, and Saldana's interactive model, encompassing data condensation, data display, and data drawing. The findings of the study reveal that ICBL has the potential to enhance students' multiple intelligences. The ICBL process fosters improvements in linguistic intelligence, mathematical-logical intelligence, and interpersonal intelligence. Additionally, the project aimed at strengthening the profile of Pancasila students (P5) demonstrates positive effects on existential intelligence, musical intelligence, interpersonal intelligence, naturalist intelligence, and visual-spatial intelligence.

The Influence of Mathematical Logical Intelligence on Student Learning Outcomes in Linear Algebra Courses

The purpose of this study was to determine the effect of mathematical logical intelligence on student learning outcomes in Linear Algebra courses. The research method used is quantitative. The sampling technique used in this study was simple random sampling. Data collection in this study used a mathematical logical intelligence test of 20 multiple choice questions and a test of student learning outcomes in linear algebra courses of 5 description questions. The variables in this study consisted of independent variables and dependent variables. The independent variable in this study is mathematical logical intelligence (X), while the dependent variable in this study is student learning outcomes in Linear Algebra courses (Y). The instrument test in this study consisted of validity test, distinguishing power, difficulty level and reliability test. The classical assumption test in this study consists of normality test and linearity test. The data analysis technique used simple linear regression. The result of this study is that there is an influence between mathematical logical intelligence on student learning outcomes in linear algebra courses of 0.527 or 53%. While the other 47% is influenced by other variables outside this study.

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.

Profil buku "Lihat Sekitar" kelas IV ditinjau dari Representasi kecerdasan verbal linguistik dan logis matematis

<p><em>Textbooks are elements of the curriculum that function as learning resources for students, while for teachers, textbooks function to assist the implementation of learning. The purpose of this research is to identify and explain verbal-linguistic intelligence and logical-mathematical intelligence in student textbooks for grade IV Bahasa Indonesia Kurikulum Merdeka. This research is qualitative research using literature study, document study, and note-taking techniques. The validity of the data obtained was tested through source triangulation in the form of a teacher's handbook and through increased persistence. The data obtained were then analysed using the Miles and Huberman interactive model. The results of the study are presented in tabular form and described using descriptions to show representations of verbal-linguistic intelligence and logical-mathematical intelligence. The results showed that writing skills were dominantly developed in activities in students' textbooks while listening skills were still low. Meanwhile, student activity in textbooks shows a dominant representation of verbal-linguistic intelligence compared to logical-mathematical intelligence.</em></p>

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>

Logical Mathematical Intelligence and its Impact on the Academic Achievement for Pre-Service Math Teachers

This study discussed the level of logical mathematical intelligence of pre-service female mathematics teachers. The problem arises in adopting traditional curricula for teaching mathematics, which leads to low student achievement. The study objectives to measure the students' level of logical mathematical intelligence, and find out the level of students’ achievement, and measuring the level of intelligence impact on the academic achievement. The study adopted the descriptive-analytical approach. The study population consisted of (45) pre-service female math teachers. A comprehensive sample was chosen. A questionnaire was used according to the (Likert) five-point scale, taking advantage of the MIDAS scale of multiple intelligences, which consisted of (17) statements, then the researchers developed the questionnaire up to (25) statements. The validity and reliability of the questionnaire were confirmed. The findings revealed that: The general average of the logical-mathematical intelligence level for the fourth-year students was in a high degree, when the arithmetic mean of the whole questionnaire was (3.71), standard deviation was (0.74). The marks of students’ semester average were: Agree with a rate of 36.4%, strongly agree with a rate of 29.5%. The cumulative average was; 72.7% for a good level, and 25% for a very good level. Finally, there is a significant effect between the logical-mathematical intelligence of the female students, and the overall academic achievement in mathematics. 
 
 Received: 21 September 2023 / Accepted: 17 October 2023 / Published: 5 November 2023

Using spatial and logical-mathematical intelligence for information wayfinding.

Using spatial and logical-mathematical intelligence for information wayfinding.

Pengaruh Kecerdasan Logika Matematika Terhadap Kemampuan Pemahaman Konsep Siswa Dalam Pembelajaran Matematika di MI Miftahul Ulum Pandanarum

In the context of competitive education, enhancing the quality of human resources through education is of utmost importance. The diverse intelligence of humans is widely recognized, aligning with the multiple intelligences theory proposed by Howard Gardner. However, the results of the 2018 PISA assessment reveal a low level of mathematical proficiency among Indonesian students, highlighting the urgent need to understand the factors influencing this ability. This article focuses on the role of mathematical logical intelligence as a key factor in understanding mathematical concepts. The aim of this study is to identify the influence of mathematical logical intelligence on students' understanding of mathematical concepts at MI Miftahul Ulum Pandanarum. The research method used is an associative approach with a quantitative approach, and data were collected through a questionnaire on mathematical logical intelligence and a test of conceptual understanding ability. The research sample consisted of 120 students. The data were analyzed using simple linear regression. Based on the results of this research, an R-squared value of 0.083 (83%) indicates that mathematical logical intelligence has an influence on students' understanding of concept abilities, while 17% is influenced by other variables. The t-test results reveal that the calculated t-value of 3.266 is greater than the tabulated t-value of 1.981, leading to the conclusion that there is a significant influence between the mathematical logical intelligence variable (X) and the concept comprehension ability variable (Y). With a significance value (Sig.) of 0.001 < 0.05, the alternative hypothesis Ha is accepted, and the null hypothesis Ho is rejected.

THE EFFECT OF THE LEARNING MODEL OF GIVING QUESTIONS GETTING ANSWERS AND THINK PAIR SHARE ON MATHEMATICAL LOGICAL INTELLIGENCE

The objectives of this study are to: (1) analyze the influence of the Giving Question and Getting Answer learning model on the mathematical logical intelligence of grade X students of SMAN 1 Muntilan, (2) analyze the influence of the Think Pair Share learning model on the mathematical logical intelligence of grade X students of SMAN 1 Muntilan, (3) analyze learning models that produce mathematical logical intelligence that is more influential between the Giving Question and Getting Answer learning model or the model Learning Think Pair Share for grade X students of SMAN 1 Muntilan. This type of research is an experiment with a quantitative approach. The population used is tenth grade students of SMAN 1 Muntilan for the 2022/2023 school year. Data collection is done by testing. The tests used are paired sample t-test and independent sample t-test. The results showed that: (1) students' mathematical logical intelligence increased after the application of the giving question getting answer learning model, (2) students' mathematical logical intelligence increased after the implementation of the think pair share learning model, (3) the mathematical logical intelligence of students who were treated with the giving question getting answer learning model was better than students who were treated with the think pair share learning model
 Keyword: giving question getting answer learning model, mathematical logical intelligence, think pair share learning model.