Logical-mathematical Intelligence Research Articles

Description on 10th grade–science Students’ Problem solving skill based on Wankat and Oreovics Theory viewed from Mathematical logical intelligence

This research aims to describe the ability of problem-solving based on the theory of Wankat and Oreovicz reviewed from mathematical logical intelligence in a system of linear equations in three variables. This research is a qualitative research with a descriptive method. The subjects in this research were students of class X IPA who represent each category of mathematical logical intelligence that is high, medium, and low. The research instruments consist of the mathematical logical intelligence test, the problem-solving ability test, and the interview guidelines. The results of research show that: (1) the student with high mathematical logical intelligence was able to solved the problem well. (2) the student with medium mathematical logical intelligence was able to do problem solving altough they did exprience misconseption in the calculating process; (3) the student with low mathematical logical intelligence was able to carry out same step of problem solving that is exploration step.

The Effect of Various Learning Approaches on Mathematical Learning Outcomes based on the Multiple Intelligences of Students

The aim of this paper is to describe the research results on multiple intelligences in mathematics learning, using a descriptive approach. It also ascertains the influence of various learning models on mathematics learning outcomes based on students’ multiple intelligences. Student Teams-Achievement Divisions (STAD) and Team Games Tournament (TGT) learning models improved learning outcomes for students possessing logical-mathematical, kinesthetic, and interpersonal intelligences. Furthermore, Group Investigation (GI) and Numbered Head Together (NHT) learning models improved student learning outcomes with logical-mathematical intelligence. Two Stay Two Stray (TSTS) learning model with peer tutors improved student learning outcomes with linguistic, logical-mathematical, and interpersonal intelligences. Team Assisted Individualization (TAI) and Jigsaw learning improved student learning outcomes with linguistic intelligence. Also, TSTS and NHT learning models improved student learning outcomes with logical-mathematical, and interpersonal intelligences. Keywords: compound intelligence, learning model, mathematics

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.

HUBUNGAN ANTARA KECERDASAN LOGIS-MATEMATIS DAN KEDISIPLINAN BELAJAR SISWA KELAS V SD NEGERI PAGAR AIR KABUPATEN ACEH BESAR

This study examines the existence of a logical-mathematical intelligence relationship to the learning discipline of fifth grade students at SD Negeri Pagar Air Aceh Besar District. To answer the relationship between logical-mathematical intelligence on learning discipline, researchers use a quantitative approach to the type of associative research. The sample in this study was 40 fifth grade students of Pagar Air Elementary School. Data collection techniques using tests and questionnaires. The data analysis technique used is simple regression analysis. Based on the results of data analysis shows that there is a positive and significant relationship between logical-mathematical intelligence and learning discipline of fifth grade students of SD Negeri Pagar Air. This is indicated by the value of Fcount F table at the 5% significance level of 5.98 4.10 and the regression equation Ŷ = 76.02 + 0.99X which can predict the ups and downs of students' learning discipline. The magnitude of the influence of logical-mathematical intelligence with student learning discipline can be seen from the value of rxy = 0.370, r count is greater than rtable at a significance level of 5% ie 0.370 0.320, meaning that logical-mathematical intelligence contributes 13.69%. Thus it can be concluded that there is a significant relationship between logical-mathematical intelligence and the discipline of learning of fifth grade students at SD Negeri Pagar Air Aceh Besar.

The instrument for measuring logical-mathematical intelligence of low-grade elementary school students

The limited measurement of students’ multiple intelligence, especially students’ logical-mathematical intelligence, is the main reason for this research. The purpose of this study is to produce instruments to measure the logical-mathematical intelligence of low-grade elementary school students. Research and Development are used in this research. The study population was all students in Purwakarta. The sampling technique was purposive sampling. The sample was 27 students of the second-grade elementary school in Purwakarta. Validity testing produces nine indicators that are represented by five activity items that are observed through an observation sheet having high validity. The reliability test results through the Cronbach’s Alpha calculation produce a stable instrument with a value of 0.81 > 0.60 for all items. Thus, logical-mathematical intelligence instruments can be utilized in learning in low-grade elementary schools.

MELATIH KECERDASAN MATEMATIS LOGIS ANAK MELALUI KEGIATAN FUN COOKING DI SD NU METRO LAMPUNG

This research was motivated by curiosity in terms of developing logical mathematical intelligence in first grade students at SD NU Metro Lampung. This research focused on Fun Cooking activities which aim to develop children's interests and talents. This study uses critical analysis method, so this study is descriptive qualitative analysis to become a learning innovation in students development at mathematical intelligence. From the results of the study, it can be seen that the first grade students at SD NU are very enthusiastic in participating in Fun Cooking activities. Through several processes, stages and explanations conveyed by the teacher, it turns out that the development of children's logical mathematical intelligence, in first grade students is very efficient and it can be seen that children are able to understand various types of staple food ingredients, dosages in making dough, children are able to understand numbers, understand the duration of time to bake cakes, be creative in printing and make innovations on pizza, understand geometric shapes, for example round, square, triangle, and so on.
 
 Keywords: Fun Cooking, Mathematical Intelligence, Interests and Talents

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.

A Task-based Teaching Approach with Multiple Intelligences Features in Developing Chinese Students’ Speaking Competency

The study aimed to achieve three objectives: 1) to identify the Multiple Intelligences (MI) perceived by Heilongjiang International University (HIU) students, 2) to develop and implement a task-based English speaking course with MI features, and 3) to evaluate the extent the developed English speaking course contributes to the improvement of HIU students’ speaking abilities based on complexity, accuracy, and fluency (CAF) components. The study was carried out with 30 experimental and 30 control group students at Heilongjiang International University, China. Data were collected by a questionnaire survey, the pre-test and post-test, and the final tests focusing on complexity, accuracy, and fluency components. The data were analyzed using the primary statistical measurements by identifying the Mean (M) and the Standard Deviation (SD), and the significance level. The results indicated that with regard to HIU students’ self-perceived MI, Music Intelligence was perceived higher, while the Logical-mathematical Intelligence was perceived lower. As for the students’ speaking ability, the results indicated that there was improvement found between the pre-test and the post-test in the COMPLEXITY with the significance value of .001, the ACCURACY significance value was .002, and the FLUENCY significance value was .001. The conclusion is that the task-based teaching practices with MI features contribute to the improvement of students’ speaking abilities in terms of complexity, accuracy and fluency. The findings are followed by some implications for teaching and learning.

Mathematical reasoning ability of junior high school viewed from logical mathematical intelligence

Mathematical reasoning is crucial especially at school since students need to think logically and be able to draw new conclusion based on evidence. This is a descriptive qualitative research which aims to analyze mathematical reasoning ability viewed from logical mathematical intelligence with 32 eight graders of Junior High School of 01 Jiwan involved. Instrument used is mathematical reasoning ability and logical mathematical intelligence test. The result of the research shows that students with high logical mathematical intelligence were able to present mathematical statement (88.89%), compile evidences or create solution (81.48%), design the characteristic or relationship pattern of mathematical phenomena (74.07%), and describe the logical conclusion related to ideas and their relationship (77.78%). Students with medium logical mathematical intelligence were able to present mathematical statement (60%), compile evidences or create solution (71.11%), design the characteristics or relationship pattern of mathematical phenomena (55.56%), and describe the logical conclusion related to some ideas and their relationship (57.78%). Students with low logical mathematical intelligence were able to present mathematical statement (58.33%), compile evidences or create solution (54.17%), design the characteristics or relationship pattern of mathematical phenomena (50%), and describe the logical conclusion related to some ideas and their relationship (45.83%).

Multiple Intelligences among Ninth-Grade Students in the Sultanate of Oman

This study aimed to examine the multiple intelligences among the ninth-grade students in the North Al Batinah Governorate in the Sultanate of Oman. The study sample contained 112 randomly selected students. For the purposes of this study, the researchers designed two multiple intelligences scales, consisting of the eight types of intelligences: linguistic-verbal, visual-spatial, logical-mathematical, interpersonal, naturalistic, bodily-kinesthetic, intrapersonal, and rhythm-musical. Each type of intelligence includes 8 descriptive items, with a total of 64 items for the whole scale. The results showed that the first, second, and third ranks came in favor of interpersonal intelligence, mathematical-logical, and visual-spatial, respectively, among students in general, whereas the results also revealed that interpersonal intelligence, logical-mathematical, and naturalistic were ranked in the first three ranks among male students. The interpersonal intelligence, visual-spatial intelligence, and the mathematical-logic intelligence were ranked in the first three places, respectively, among the female students. The results showed there are statistically significant differences at the 0.05 significance level between the arithmetic means of students in multiple intelligences due to the gender variable in favor of women in each of the visual-spatial and intrapersonal intelligences. Based on the findings of the study, a number of recommendations were proposed, most notably the following: Applying multiple intelligences scales at the beginning of each academic year, classifying students according to their intelligence to build and implement lesson plans in light of these classifications, preparing educational curricula in light of students’ multiple intelligences to take into account the differences between them, diversifying the learning environments according to the intelligence differences among students, conducting diagnostic studies for the prevalent multiple intelligences among all students in all classes and educational stages, and engaging in studies that test the effectiveness of employing the theory of multiple intelligences and its educational applications in developing language and intrapersonal skills and enhancing academic achievement.

An Exploratory Study Interrelating Emotion, Self-Efficacy and Multiple Intelligence of Prospective Science Teachers

This research offers a descriptive and inferential analysis of the emotions toward the teaching of science felt by 144 second-year students of a Primary Education bachelor’s degree course, identifying their learning styles in accordance with the theory of Multiple Intelligences, studying their perception of self-efficacy concerning the different scientific contents they would need to teach, and establishing correlations between these variables. The investigation is quantitative in character, carried out via a survey, using SPSS and JASP for the data analysis. The results show that these prospective teachers feel greater rejection toward Physics and Chemistry than toward Biology and Geology (they mainly express enthusiasm for the latter). It is possible to establish differences in the emotions that the prospective teachers feel toward science depending on which path they took in their pre-university studies (Arts or Sciences). There are correlations between feeling positive emotions and having greater self-efficacy in teaching those same scientific topics. Those who feel negative emotions, such as fear or rejection, toward Physics and Chemistry have lower self-efficacy. There are correlations between having greater self-efficacy when teaching science and having a predominantly logical-mathematical intelligence. There is also a relationship between having a predominantly logical-mathematical type of intelligence and feeling more positive emotions toward sciences. Predictors of emotional dimension and self-efficacy have been also explored by multiple regression.

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.

Analysis of mathematical creative thinking level based on logical mathematical intelligence

Creativity is an ability that must be developed from an early age. The ability to think creatively is also one of the higher-order thinking skills needed in the 21st century. This study aimed to analyze the level of mathematical creative thinking skills of students’ mathematical logical intelligence. Indicators on the ability to think creatively include fluency, flexibility, and novelty. The method used in this research was descriptive qualitative. Data filling methods were tests, interviews, and documentation. The results of this study revealed the profile of students’ level of mathematical critical thinking and logical mathematical intelligence, and showed that students who have high mathematical logical intelligence are at level 3 creative thinking (creative). Students who have mathematical moderate logical intelligence are at level 2 creative thinking (creative enough) and students who have low mathematical logical intelligence are at creative thinking level 0 (not creative). Therefore, based on the results of this study, we know that students who have high, medium, and low mathematical logical intelligence can solve math problems based on their creative thinking abilities.

The effect of inquiry learning model and logical mathematical intelligence on the learning outcomes of high school students

This research aimed to determine the differences in student learning outcomes through the Inquiry learning model, to see the influence of the interaction between learning models and logical-mathematical intelligence on student learning outcomes, and to find out differences in student learning outcomes through the inquiry learning model in the logical-group mathematical intelligence high and low. The research was conducted at Public High School 2 in South Tangerang City with a sample of 74 students consisting of 37 students in the experimental class and 37 students in the control class. This study used the quasi-experiment method and the research design was treatment by level 2x2. Based on the research results obtained by data analysis and hypothesis testing, it can be concluded that: (1) there are differences in the learning outcomes of students when given the inquiry learning model; (2) there is an interaction effect between inquiry learning models and logical-mathematical intelligence on student learning outcomes; (3) the learning outcomes of students who are taught with the guided inquiry learning model are higher than those taught with the self inquiry learning model in both the high and low logical-mathematical intelligence groups.

Analogical reasoning on two dimensional geometry

The aim of this study was to describe the mathematical analogy ability of the eighth-grade students of SMP Negeri 1 Purbalingga based on multiple intelligences. This study used a qualitative description method by conducting investiga tions and providing an overview of the state of the object/research subject based on facts. The research subjects were grade VIII H students of SMP Negeri 1 Purbalingga in the 2019/2020 school year who were divided heterogeneously from class A- I. The technique used n this study was purposive sampling with the aim of selecting 2 students from each of the multiple intelligences, namely linguistic intelligences, logical-mathematical intelligences, and visual -spatial intelligences. The data collection method of this research was carried out using a questionnaire, tests, interviews, and documentation. The data analysis technique used was the Miles and Huberman model and triangulation techniques were also used to analyze the test validity. The results of this study found that students with linguistic intelligence were able to identify answers, determine answers, but were not able to associate. In addition, students with logical-mathematical intelligence were able to identify answers, determine answers, and determine similarities. On the other hand, students with visual-spatial intelligence were able to identify answers, determine answers, but were not able to find problems related to mathematical operations and also were not able to write answers related to questions that required sentences.

Students’ Multiple Intelligence in Visualization of Mathematics Problem Solving

The rate of development of a person’s cognitive abilities is determined by intelligence, especially in solving mathematical problems. By using Gardner’s theory of multiple intelligences, the selected respondents were representative of linguistic intelligence (ILK), Spatial intelligence (ISP), and mathematical logical intelligence (ILM). As for the specifics in this study were second year mathematics major students at State University of Makassar. This study reports data obtained through tests and interviews, the tests given to respondents consisted of several mathematical problems using multiple intelligence indicators then continued with interviews, and found that there were visual and structural differences in the problem solving process. The use of patterns and verbal mathematical relationships is dominated by ILK students, and transformation of forms to diagrams or images is dominated by ILM students, while ISP students use visualization and abstraction to solve the problems.

THE INFLUENCE OF SELF-CONFIDENCE, MATHEMATIC LOGICAL INTELLIGENCE, STUDENT LEARNING INDEPENDENCE ON STUDENT LEARNING OUTCOMES

research entitled The Influence of Self-Confidence, Mathematical Logical Intelligence and Learning Independence on Student Learning was written by Izzata Maghfirah, NIM 1709618047 majoring in Office Administration Education, Faculty of Economics, Jakarta State University. This researcher uses a quantitative approach with the type of associative research. data collection technique used a questionnaire, the sampling technique used simple random sampling, the number of samples used in this study was 100 respondents. measurement scale used is the Likert scale. data analysis used included: instrument test, namely validity test, reliability test, homogeneity test and linearity test; classical assumption test includes normality test, multicollinearity test, heteroscedasticity test, multiple linear regression test, coefficient of determination, and hypothesis testing, namely the T test and F test. The results of this study indicate that, (1) Self-confidence has a positive and significant effect on Student Learning Outcomes, (2) Mathematical Logical Intelligence has a positive and significant effect on Student Learning Outcomes, (3) Learning independence has a positive and significant effect on Student Learning Outcomes and (4) Simultaneously (together) the variables of Self-Confidence, Mathematical Logical Intelligence and Learning Independence have a significant and significant effect on the interest in Student Learning Outcomes. Adjusted R Square figure of 0.795. It shows that 79.5% of the variation in learning outcomes can be explained by variations in self-confidence, mathematical logical intelligence, learning independence. While the remaining 20.5% is explained by other causes examined in this study.

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.

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.

Students’ Responses Leveling in Solving Mathematical Problem Based on SOLO Taxonomy Viewed from Multiple Intelligences

This research aimed to determine the level of student response with logical-mathematical, verbal-linguistic, and visual-spatial intelligence tendency in solving mathematical problems of linear programming material based on SOLO taxonomy. The level of students’ responses as the output in this research is expected to be used as a reference by mathematics teachers to determine the appropriate learning methods and strategies in accordance with the tendency of students' multiple intelligence types. It can be useful in realizing the effectiveness of mathematics learning about what needs to improved and emphasized in learning so that all students can achieve optimal responses in solving mathematical problem and can develop their multiple intelligences. This research is descriptive qualitative research with six students in the 11th Grade of SMAN 1 Gondanglegi as research subjects: two students with logical-mathematical intelligence tendency, two students with verbal-linguistic intelligence tendency, and two students with visual-spatial intelligence tendency. Data collection was done by providing multiple intelligence classification tests, linear programming problem tests, and interviews. The result of the research showed the students’ response level in solving the mathematical problem of linear programming material based on SOLO taxonomy is that students with logical-mathematical intelligence tendency reached extended abstract response level, students with verbal-linguistic intelligence tendency reached multistructural response level, and students with visual-spatial intelligence tendency reached multistructural and relational response level.