Multiple Intelligences Approach Research Articles

A multiple intelligence approach to reading Gulliver's travels by J. Swift

A multiple intelligence approach to reading Gulliver's travels by J. Swift

The Implementation of the Quantum Teaching Strategy with Multiple Intelligence Approach at State Senior High School

The purpose of this research was to improve student learning outcomes, activities, and positive responses. Classroom action research carried out in 4 stages: planning, action and observation, reflection, and revision that carried out in three cycles. Data were collected through test, observation, questionnaire, and documentation. The participants of this research are class XI-3 students of State Senior High School 1 Krembung. Data were analyzed descriptively quantitative. Observation cycle 1, motivation by the teacher, learning objectives, explanation of working on worksheets, worksheet systematics, class control, seating settings, and intelligence use are lacking. The mean obtained is 55 with grade completeness of 38%. Observation cycle 2, delivery of learning objectives hastily, connecting material with daily phenomena is less clear, concluding that the material is not systematic. However, many students begin to maximize their intelligence to obtain a mean 63.75 with class completeness of 60%. Observation cycle 3 shows an improvement, and the process runs smoothly so that the mean is 74 with grade completeness 81%. Students' positive activity increased from cycle I to cycle III while learning achievement from cycle one to cycle three increased respectively by 38%, 60%, and 81%. The student’s response questionnaire showed that students had a positive attitude with 81.73% and 18.27% negative. In conclusion, student achievement and activity in learning had increased and received a positive response.

Improving student learning outcomes in science subjects through a multiple intelligence approach

<p><em>The purpose of this study is to improve student learning outcomes in science subjects in fifth grade elementary school using the multiple intelligence approach. The research conducted is Classroom Action Research (CAR).</em><em> </em><em>for two cycles. Stages of each</em><em> </em><em>the cycle is planning, implementation, observation and reflection. Based on the results of research</em><em> </em><em>conducted using the multiple intelligence approach, it shows maximum results and students</em><em> </em><em>learn to be more effective, enthusiastic and fun at each meeting. because student learning outcomes are marked by the results of research detailed from the initial data, they get a complete score above the KKM 70 with a percentage of 30% and incompletely reach a value below the KKM 70 with a percentage of 70% while in the first cycle, the complete score above the KKM 70 reached a percentage of 50% and the incomplete score below the KKM 70 score got a 50% percentage and the second cycle got a complete score above the KKM 70, which was 90% while the incomplete score reached the KKM 70 that is 10%. These results indicate that using a multiple intelligence approach can improve student learning outcomes especially in science subjects at SD Negeri Prapag Lor 02</em></p>

Pendidikan Karakter Melalui Pembelajaran Berbasis Multiple Intelligences di Markaz Arabiyah Pare Kediri

Character education is a grand issue which has been endeavored in various ways through education, so it is truly realized for the noble ideals of the Indonesian people. But what is happening right now in our education is the moral degradation of the children national character, so education has the task at the forefront to overcome this. Various methods have been conceived by experts and implemented one by one by the individual education, one of the latest methods and considered as an effective method by various education experts is through multiple intelligences approach. However, there are not many education implementers understand the concept, one of the institutions that dared to start implementing the concept is Markaz Arabiyah Pare Kediri, so researcher formulates a problem formulation of how the concept of learning based on multiple intelligences in Markaz Arabiyah and how the character education is implemented through the concept of learning. Markaz Arabiyah is the only institution in Pare Kediri that applies the theory of multiple intelligences starting from the process of accepting participants to the learning process, then from that process can also implement character education at the institution.

Upaya Meningkatkan Hasil Belajar IPA Melalui Strategi Multiple Inteligences

This study is motivated by the low ability of grade IV SD Parakan students in science lessons on subject matter Force. The purpose of this study is improving the learning process and improving students' ability in science lessons on Force subject matter through applying multiple intelligence approaches. The method used was the Classroom Action Research and it was carried out in two cycles. Based on the data analysis, the ability of students after the research action increases in each cycle. The highest score changes at each stage, from 80 to 90 and finally to 95; the lowest value has increased from 45 before the action and in cycle I to 45 at the end of the second cycle. The average value also increased from the initial 63.3; to 70.5; then 75.2. While the increasing in presentation of minimal completeness criteria achievement was initially 45.2%, to 65.6%, and finally to 81.3%. The observation results show that science learning activities by using Multiple Intelligences strategy in Cycle I and Cycle II can run well. In the first cycle of the first meeting, the teacher's activity scored 14 or 67% in the good category. Teachers’ activity was increased at the next meeting, which the score is 16 with a percentage of 76% at the second and third meetings. The scoring shows that the learning given by teacher belonging to excellent category. Whereas in the second cycle, each meeting obtained a score with a very good category, namely a score of 18 or 86% in the first and second meetings, and a score of 19 with a percentage of 90% in the third meeting. From the research data obtained it was concluded that there has been an increasing in science ability of Grade IV students in Force subject matter through the using of multiple intelligence methods in SD Negeri Parakan, Pamulang District, South Tangerang City.

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).

Vocathon – The Usefulness of Board Games in Vocabulary Learning through the Multiple Intelligences Approach

This paper presents a survey study of an innovation project, titled ‘VOCATHON’. It is a language board game that is specifically designed for learning vocabulary at the tertiary level by adapting the psychological basis of Multiple Intelligences Theory by Howard Gardner. Past research has identified that learners’ predominant intelligences are significant predictors for language learning that can be manipulated to motivate acquisition and obtain effective outcomes. Vocabulary learning is a crucial process of language acquisition, in which it engages learners’ knowledge of word definitions, word formation, collocation, synonyms, and etc. This innovation project comprises a set of board game, which includes lexicons from two fields of discipline, namely, Social Sciences and Science and Technology. This project focuses on the employment of providing the learners with vocabulary items that reflect their multiple intelligences. For this purpose, this study aims to identify the diploma students’ acceptance and feedback of the board game by employing the survey method towards the learning of vocabulary through the use of VOCATHON. Based on the survey conducted after playing the board game, the majority of the participants gave positive responses. VOCATHON is asserted to be an effective and practical language board game because it is able to manipulate learners’ multiple intelligences as a learning strategy for enhancing their vocabulary skills and motivating their interest in the learning process. By adapting the right approach, it is important to guide students with diverse multiple intelligences in acquiring vocabulary in order to make language learning more effective and fun.

Implementasi Pendekatan Multiple Intelligence dalam Pembelajaran Anak Usia Dini di Playgroup & Kindergarten Ananda Mentari Yogyakarta

This research is to describe the Implementation of Multiple Intelligences Approach in Early Childhood Learning, which consists of: learning planning, learning implementation, and evaluation of classroom learning in Playgroup and Kindergarten Ananda Mentari Condongcatur, Yogyakarta. This research uses descriptive method with a qualitative approach. The subjects of this study were 1 principal, 2 kindergarten teachers, 1 education staff, 1 toddler teachers. The object of research is the application of Multiple Intelligences in Early Childhood learning. Data collection techniques were carried out using structured interviews, observations, documentation and field notes. The research instrument uses an interactive model that includes data reduction, data presentation and drawing conclusions. The validity of the research data was tested using triangulation techniques and source triangulation. The results of the study show that: (1) Planning of learning programs using the Multiple Intelligences approach uses a curriculum adapted from 4 countries, (2) The implementation of learning activities through the Multiple Intelligences approach is integrated into learning materials compiled in the curriculum break down (curriculum outline) in every week, methods and materials for students use English. (3) Evaluation of learning is carried out using checklists and anecdotes according to the age of child development and the development of multiple intelligences approaches is done by playing roles, singing, telling stories, field trips, involving children directly in making projects, discussions, outbound, Student-Led Conference and so on. Learning that involves all the intelligence of students will have a positive impact on the child's future, and increase children's confidence, so he can say "I can do, I can try. (4) Supporting factors for Learning Multiple Intelligences is collaboration between teachers and parents clubs. (5) The inhibiting factor for Learning Multiple Intelligences is competition with other schools that use local curriculum, narrow playing areas, and it is difficult to find teachers who understand the Multiple Intelligences of children.

Improving Students’ Mathematical Literacy Skills Through Multiple Intelligences Approach in Problem Based Learning

This literature study was focused on Multiple Intelligences approach in Problem Based Learning to improve Students’ Mathematical Literacy Skills. There are some relevant researches to describe Multiple Intelligence approach in Problem Based Learning and improve mathematical literacy skills. Now, the implementation of mathematics education should emphasize how the concepts learned by students can be applied in the real life context. This means that students are expected to not only able to solve problems at school, but also the problems outside of school. This ability is called mathematical literacy skills. The implementation of Problem-Based Learning methods can be applied by teachers to be able to improve students’ mathematical literacy skills. Problem-Based Learning is a student-centered learning method in which students actively participate in discussion groups where they discuss problem solving strategies. However, not every student is logically intelligent. Therefore, the implementation of Problem Based Learning must be combined with multiple intelligence approaches that can enhance each type of students’ intelligence.

Implementation of Multiple Intelligences Approach Based On Batak Angkola Culture in Learning Thematic For Class IV SD Negeri 100620 Pargarutan Julu South Tapanuli District

The purpose of this study is to describe the preparation, implementation and assessment related to the implementation of the Batak Angkola culture-based Multiple Intelligences approach in the thematic learning of grade IV SD 100620 Pargarutan Julu, South Tapanuli District. This research uses a qualitative research approach with descriptive research type. The subjects of this study were grade IV teachers and grade IV students. Data collection techniques used were observation, interviews, and documentation. Data analysis techniques consist of data reduction, data display and conclusion drawing. The results showed that the implementation of the Multiple Intelligences approach in thematic learning in grade IV SD 100620 Pargarutan Julu, South Tapanuli Districttook place well. The teacher has used varied learning methods and strategies for the Batak Angkola culture, including using lecture and story methods for students who are superior in verbal-linguistic intelligence, demonstrations in ritual ablution for students who are superior in physical-kinesthetic intelligence. For students who excel in multiple intelligence, the teacher teaches with presentations that combine creative linguistic, mathematical and kinesthetic methods with creativity. The learning assessment is reviewed from 3 aspects namely; 1) cognitive by oral, written and assignment tests, 2) affective by observation and self-assessment, and 3) psychomotor with project and practice assignments. It can be concluded that the teacher has carried out activities to provide apperception and motivation and to carry out multiple intelligence-based activities to develop the nine types of intelligence, including: linguistic-verbal, mathematical-logical, visual spatial, kinesthetic, musical, interpersonal, intrapersonal, naturalist and existentialist. So with the implementation of the Multiple Intelligences approach, thematic learning is more fun and meaningful.

AKTUALISASI MULTIPLE INTELLIGENCES PADA ANAK USIA 5-6 TAHUN MELALUI PERMAINAN OUTBOUND DI TAMAN KANAK-KANAK ISLAM PELANGI ANAK NEGERI YOGYAKARTA

This research is titled the actualization of multiple intelligences in children aged 5-6 years through outbound games in the Rainbow Islamic Kindergarten of Yogyakarta State Children. With the aim of analyzing and knowing the results of developing the multiple intelligences approach. This research is expected to contribute positively to the development of Early Childhood learning, especially in multiple intelligences learning in outbound games for Early Childhood, as well as reference material for Rainbow IslamicKindergarten, Yogyakarta Children and the wider community. This type of research is research (field research), namely researchers conduct direct research on the object under study and data collection found in the field. This research includes the type of qualitative research, namely research that intends to understand the phenomenon of what is experienced by the subject of research such as behavior, perceptions, motivations, actions, and others. Data collection techniques were carried out by observing passive participation, through observation, interviews and documentation, and triangulation. After the data is obtained, it checks the validity of the data, analyzes the data with steps of data reduction, data presentation, conclusions, and verification of data. Development of outbound learning is designed sothat children do not feel bored receiving learning in the classroom. The results of the research findings are: first, children can explore and express multiple intelligence in each playing activity using four types of steps,namely; (a) at the time of environmental arrangement, (b) on the footing before playing (circle time1), (c) during playing activities, (d) when stepping after playing (circle time 2 / recalling). Every outbound game always provides communication, counting, gesture, social, cooperation, naturalist, and moral values for children’s development. Second, supporting factors in the actualization of multiple intelligences in Early Childhood Through Outbound Games include; a conducive Taman Kanak environment, creative teachers, game tools that are already available, then supplemented with adequate facilities and infrastructure. While the inhibiting factors in the actualization of multiple intelligences in Early Childhood throughoutbound games include; the absence of good cooperation between teachers and parents of students, community environment, family environment, the presence of social media, and technological sophistication, so that children are very difficult to monitor.

Pluralization, the Key to Successful Teaching in Many Different Ways

Different theorists have perceived learning from different perspectives. It is true that learners show diverse learning capabilities and it becomes essential that educators harness the most from this potential. This paper investigates various approaches for maximizing plural intelligences and their impact on learning styles and capabilities of learners in classes. Students perceive content differently based on their individual learning styles and preferences. This makes it imperative for teachers to consider learners not as having single type of intelligence but rather as having multiple intelligences. Educators, therefore, need to be aware of learner needs and pay attention not only to their learning styles but also to their achievements and progress in classrooms. Multiple Intelligences theory by Harvard Professor Howard Gardner in 1983 contradicted the standard approach of measuring intelligence with a single perspective. He explained that learners possess different forms of intelligences and apply them in more than one way to interpret information, solve problems and create things (Gardner, 1993). This paper emphasizes on the implementation of multiple intelligences theory in the context of teaching English as a second language. It focuses on the need to implement differentiation in offering help to learners. It also discusses different types of approaches and activities linked to those approaches to help teachers implement differentiated instruction based on multiple intelligences. While implementing this multiple approach to learning educators also need to understand the importance of creating a balance between student centric approach and teacher led approach in offering options for learning. Finally, the paper also highlights potential issues faced by educators, recommendations and conclusions about the implementation of the multiple intelligences approach.

Cognitive Development and Academic Achievement Extent of Association - A Review Report

Education, cognition and learning have become integral part of every child’s personality. These inseparable aspects are considerably vital in shaping the individual and helping him to achieve success. In the schools and educational institutes where education has been taken on priority, the cognitive abilities and excellence in mastering them mitigate the burdens and stress in educational system. In this context, it is assumed that when the children are taught as per their affinity and dominant multiple intelligence, they can learn better and turn into efficient learners. This review paper has been written in order to compile the augmented knowledge into systematic and scientific information to ensure that the educational processes can become lucid for masses. The valid studies related to cognitive development including intelligence quotient, focus factor, decision making ability, creative quotient and academic achievement in light of multiple intelligences were selected. The review studies have been taken on international basis for universal application. It was inferred after the review that the concept of teaching students through multiple intelligences approach should be adopted to make create a meaning and impactful teaching learning process.

MULTIPLE INTELLIGENCE BASED-EDUCATION Mewujudkan Indonesia sebagai Bangsa Para Juara

This article discusses on the urgence of multiple intelligences-based education. In education, the multiple intelligences approach is very relevant to the spirit of education as a process of humanizing human being. Everyone should be served individually because he/she has different potential. Therefore, indicator of achievement is depended on the individual uniqueness. There is no single indicator on achievement. The multiple intelligences highlightes there are nine kinds of intelligence, namely linguistic intelligence, logical-mathematical intelligence, rythmic-musical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, natural intelligence, and existential intelligence. Through this approach, the educational process should be able to produce many champions suitable of each potential

Astronomy: learning theories applicable for education in planetarium environment

How do people learn in general and study astronomy in particular? To develop a coherent educational policy we need an appropriate theory. Does learning consist of the incremental addition of individual “bits” of information into the mind? Or is learning an active process that transforms the mind of the learner? Among different theories on how people learn are: Behaviorism, Neuroscience, Right Brain vs. Left Brain, Communities of Practice, Control Theory, Observational Learning (Social learning theory), Vygotsky and Social Cognition, Learning Styles, Piaget's theory, Constructivism, Brain-based Learning, Multiple Intelligences. These theories are described in brief. All of the above mentioned learning theories may be applicable to some extent in the case of astronomy education in a planetarium environment. Especially the Multiple Intelligences theory can be tested perfectly while teaching in Planetarium and thus should be taken into more thorough consideration. It is discussed what a planetarium may offer to the audience with different types of intelligences, according to the Multiple Intelligences approach.

Pengaruh Pendekatan Multiple Intelligences Terhadap Kemampuan Pemecahan Masalah Fisika Siswa

This study is aimed to investigate the effect of multiple intelligences approach through the problem-based learning model (PBL) on the physics problem-solving abilities (PSA) of the tenth grade students. This study is an experimental research with a non-equivalent control group design. The sample was obtained through a purposive sampling technique, so the X-science 1 class was chosen as the experimental class and X-science 3 class as the control group. The experimental class was treated with a multiple intelligences approach through the PBL model, while the control class was given a conventional learning. Before being treated, the experimental class sample was given a multiple intelligence talent test questionnaire to find out the dominant intelligence in the class, after which the two samples were given a pre-test to find out their initial abilities. The results of the initial PSA test obtained an average experimental class value of 11.61 and a control class of 9.23. The homogeneity test results of the initial tests of the two samples had the same initial ability. The results of the PSA final test obtained were an average experimental class value of 72.32 and a control class of 60.62. The research hypothesis was tested by polled variance t-test with a significance level of 5%. Based on the results of the analysis, the value of tcount is greater than ttable, that is 11.9 > 1.99, so it can be concluded that there is an effect of multiple intelligences approach through PBL models on students’ physics problem solving.

Learner-centredness: A multiple intelligence approach to reveal individual learner preferences for curriculum content in Foundation Phase

Gardner’s multiple intelligences can directly link with the subjects or the curriculum taught in school. The focus in this paper is on Foundation Phase learners and their personal favourite subjects. In allowing learners to choose what they find the most interesting, the most popular subject is identified and new perspectives are provided on which areas should need attention. The method involved is a quantitative approach incorporating statistics obtained through a Likert scale. 105 participants were involved and interesting views surfaced. Literacy is no longer at the top of the list of most popular subjects, a concern for teachers who aim at teaching learners to read and write as Art is found to be the most popular subject. Fusing Art and other forms of intelligences can be employed as a strategy to teach literacy and popularise it. Opsomming Gardner se onderskeid tussen multi-intelligensie tipes can direk in verband gebring word met die vakke wat op skool onderrig word. Die fokus in hierdie navorsingsstuk is op die Grondslagfase en die leerders se persoonlike gunsteling vakke. Nuwe lig op populêre vakke word gewerp deur leerlinge die geleentheid te bied om hulle persoonlike voorkeur uit te oefen. Hierdie metode stel navorsers instaat om vas te stel wat om te doen om die probleem van swak geletterdheid aan te spreek. ‘n Kwantitatiewe metode is gevolg om leerderkeuses te identifseer en resultate is in present weergegee. 105 deelnemers was betrokke en interessante perspektiewe het aan die lig gekom. Gelletterdheid is nie die gewildste vak nie en Kuns is een van die Grondslagfase leerders se voorkeure. Indien kuns dan ingespan kan word in ander vakke as deel van integrasie kan dit moontlik die leer in daardie vakke bevorder.

Lexical and Syntactic Competency through Language Camp Activities Based on Multiple Intelligence Approach

The attempts of the present research were 1) to investigate the students’ problems in terms of lexical and syntactic usage in Language camp prior to the implementation of the activities based on multiple intelligence approach 2) to develop the students in terms of lexical and syntactic used in Language camp and 3) to compare the students’ learning achievement in terms of lexical and syntactic used in Language camp before and after implementing the activities based on multiple intelligence approach. The research sample, obtained by a purposive sampling technique, comprised 52 third-year students enrolled in Language Camp for English Skill Development course in the 2<sup>nd</sup> semester, Academic Year 2017. The research tools used in the study comprised of pre-and post-test, activities based on Multiple Intelligence approach, and standardized interview. The obtained quantitative data were computed by means, standard deviation, percentage, and independent sample t-test whereas the content analysis was done to elicit the qualitative data. The findings indicated that the students' problems of lexical and syntactic usage were categorized into two main issues: the confusion of using vocabularies and sentences and incorrect sentence orders. The results from the comparison before and after implementing the activities based on multiple intelligence approach revealed statistically significant differences at the .01 level. The students’ achievements were considerably improved after learning through the activities based on multiple intelligence approach and could employ each lexical and syntactic category with more confidence when retaking the exam.

ISLAMIC EDUCATION MODEL WITH MULTIPLE INTELLIGENCES APPROACH, MUNIF CHATIB PERSPECTIV

<p>This paper aims to analyze Islamic education model with multiple intelligences approach developed by munif chatib perspective. This study analyzes the relevant literature. Data collection was done by analyzing the books of Munif Chatib, interviews, journals and collect data from other relevant sources. As a result: Firstly, the design concept of Multiple Intelligences by Munif Chatib, globally covering three important stages, namely: input, process and output. At the input stage, using the Multiple Intelligences Research in the acceptance of new students. The second stage is the learning process, style teaching teachers equal to the force student learning. In the output stage, the assessment of multiple intelligences based learning is using authentic assessment. Second, multiple intelligence based education relevant applied in Islamic education both micro and macro.</p>

Encouraging Development of a Global Mindset Among Students in Online International Management Courses

ABSTRACTThis research explores how a multiple intelligences approach can be used to build a global mindset among students in online international management courses. It draws upon research in the areas of global mindset, education, cognition and learning, and neuroscience to discuss how pedagogical tools and strategies relevant to each specific intelligence can contribute to cognitive complexity and cosmopolitanism. Suggestions are offered for online teaching methods that can incorporate the multiple intelligences in international management courses.