Multiple Intelligences Approach Research Articles

Mindful Teaching, Diverse Learning: Harnessing Multiple Intelligences for Students Success

In recent times, a noticeable trend has emerged—many undergraduate students are raising concerns about the teaching techniques employed by their lecturers. This highlights the fact that students exhibit varied learning preferences based on their distinct types of intelligence. To address this, the multiple intelligence approach offers a solution to assess students' individual profiles and their favoured teaching styles. Employing multiple intelligence tests becomes a means to categorize student types effectively. Leveraging the Multiple Intelligence (MI) approach, educators can tailor teaching methodologies to align with students' needs. This study employs a qualitative research design, investigating how 70 lecturers perceive the multiple intelligences theory in education. Carefully selected participants from diverse disciplines and experience levels are chosen through purposeful sampling. Thematic analysis of interview data aims to uncover themes and patterns related to lecturers' comprehension, beliefs, attitudes towards multiple intelligences, their integration into teaching practices, and the challenges encountered. Ultimately, the findings promise to offer valuable insights to educators and institutions, facilitating the seamless integration of diverse teaching strategies.

Mindful Teaching, Diverse Learning: Harnessing Multiple Intelligences for Students Success

In recent times, a noticeable trend has emerged—many undergraduate students are raising concerns about the teaching techniques employed by their lecturers. This highlights the fact that students exhibit varied learning preferences based on their distinct types of intelligence. To address this, the multiple intelligence approach offers a solution to assess students' individual profiles and their favoured teaching styles. Employing multiple intelligence tests becomes a means to categorize student types effectively. Leveraging the Multiple Intelligence (MI) approach, educators can tailor teaching methodologies to align with students' needs. This study employs a qualitative research design, investigating how 70 lecturers perceive the multiple intelligences theory in education. Carefully selected participants from diverse disciplines and experience levels are chosen through purposeful sampling. Thematic analysis of interview data aims to uncover themes and patterns related to lecturers' comprehension, beliefs, attitudes towards multiple intelligences, their integration into teaching practices, and the challenges encountered. Ultimately, the findings promise to offer valuable insights to educators and institutions, facilitating the seamless integration of diverse teaching strategies.

Thematic Learning in the Independent Curriculum in Elementary Schools Based on the Islamic Montessori Method for Multiple Intelligence

Recently, the practice of categorizing intelligent students and unintelligent students is a deeply ingrained phenomenon within the realm of education in Indonesia. Indeed, multiple specialists have verified that the attributes of intelligence vary among individual students. Hence, this study aims to revolutionize theme education in primary schools by implementing an autonomous curriculum that is rooted in the Islamic Montessori for Multiple Intelligence approach. This study employs the library research methodology, utilizing primary and secondary data derived from printed or digital sources such as books, journals, and magazines. The outcome of this discussion is to generate a set of activities for different domains of learning. These activities include folding clothes or buttoning clothes for the Islamic Studies domain, hand washing for the practical life domain, matching pictures with zones for the sensorial domain, matching words for the language domain, matching numbers for the mathematical domain, matching fruit with pictures for the cultural realm, and drawing or creating ecobricks for the arts & crafts realm. These diverse educational approaches involve the creation of a curriculum centered around the Islamic Montessori for Multiple Intelligence method, with the aim of promoting a healthy and virtuous lifestyle. These methods can be effectively utilized by teachers during classroom instruction. Through the development of diverse learning activities, education will be conducted in a more comprehensive manner, tailored to the individual traits and capabilities of each student. This approach to designing educational activities can thereafter be implemented in the instruction of young children in primary schools.

Differentiated instruction based on multiple intelligences as promising joyful and meaningful learning

Boredom has previously been linked to negative academic outcomes such as academic motivation, strategies, and achievement. The understanding of multiple intelligence approaches creates opportunities for all learners to develop their potential to optimize learning through differentiated instructions. This research aims: i) to design and to develop differentiated instruction based on learners’ multiple intelligences for elementary schools; and ii) to measure the effectivity of students’ learning attitude and mastery of concepts. Using design and development research (DDR) anchored on analysis, development, design, implementation, and evaluation (ADDIE) model and quasi-experimental research, the differentiated instruction based on multiple intelligence was conducted in a private Islamic Elementary School in collaboration with 3 class teachers. Based on the results of observations conducted at the school, the findings revealed that the learners can maximize their logical-mathematical, language, kinesthetic, interpersonal, and intrapersonal intelligences through a differentiated instruction based on multiple intelligence approach. Students experienced a joyful and meaningful learning atmosphere; hence it was expected that their intelligences can be developed naturally. In addition. this instruction was found to be effective to enhance science concept mastery especially in the aspects of remembering, understanding, and applying. The differentiated instruction based on multiple intelligences should be developed further to examine the effectiveness of the model in thematic learning for students both with low and high achievement.

Hubungan antara Gaya Belajar Siswa dengan Pendekatan Pembelajaran Multiple Intelligences

Learning style refers to a student's preferences in obtaining and processing information, whether through sight, hearing, or physical movement. Meanwhile, the Multiple Intelligences learning approach is a learning approach that combines various aspects of learning, including combining several learning styles in the learning process. This research aims to determine the relationship between students' learning styles and Multiple Intelligences learning approaches on learning outcomes in mathematics subjects. The learning styles observed in this research are visual learning style, auditory learning style, and kinesthetic learning style. The method used in this research is descriptive analysis, where data is collected through learning style questionnaires filled out by students and the results of the students' Mid-Semester Exams. The collected data was then analyzed to see the relationship between learning styles and students' Multiple Intelligences approach. Based on the results of data analysis in two schools, it was found that students at SMP Negeri 5 Panukal were dominated by a visual learning style while students at SMK Muhammadiyah 1 Palembang were dominated by an auditory learning style. Meanwhile, students' learning outcomes at these schools are not dominated by certain learning styles. In conclusion, student learning styles have an influence on learning outcomes in mathematics subjects. Students with visual, auditory and kinesthetic learning styles have good learning outcomes. However, students' ability to combine their learning styles has a better impact on their learning outcomes. Therefore, educators need to understand the importance of Multiple Intelligence in the learning process and adapt appropriate learning methods to improve their learning outcomes.

Developing L.S.R.W Skills with the Help of Multiple Intelligence Approach

at present time LSRW skills play a vital role in the development of any students career especially in the English language so here a brief experiment is made in order to develop listening speaking and writing and reading skills of the students with the help of music

Multiple intelligences theory and expressive therapies: New counselling options for secondary school students who experience anxiety

A Multiple Intelligence and Expressive Therapies approach for counselling adolescents experiencing anxiety is proposed. Anxiety disorders are the most prevalent mental health challenges experienced by adolescents. Research reveals the association between anxiety in teenage years and psychiatric disorders in later life. Data is presented on the increasing incidence of anxiety in adolescence and the limits of commonly applied therapies. Adolescence is characterised as a time of turbulence and change, and the issues that adolescent clients bring to counselling are diverse and often complex. Evidence from several studies in counselling have shown positive outcomes through linking multiple intelligences and expressive therapies as an integrative therapy. The potential benefits of applying this combined approach to secondary school students are discussed.

Enhancing English Vocabulary Acquisition in Reading Instruction Through Multiple Intelligences Approach

This research explores innovative strategies to improve students' vocabulary mastery in English language teaching. Utilizing cognitive skill-based approaches, such as the "working with words" strategy, the study aims to create an effective and engaging learning environment. The research employs various methods, including observations, document analysis, recordings, and treatment procedures. Initial observations indicate that students possess a reasonable level of cognitive skills, providing a foundation for vocabulary acquisition. However, subsequent assessments reveal a decline in vocabulary proficiency, prompting the need for intervention. To address this issue, cognitive skill-based strategies, such as the "category game" and "contextual reading clues," are applied in the teaching process. These strategies aim to tap into students' intellectual capacities, motivating independent learning. Post-treatment results show significant improvement, with the contextual reading clues strategy leading to a remarkable 91.30% increase in vocabulary proficiency. In conclusion, cognitive skill-based strategies have a substantial impact on students' cognitive behaviors and vocabulary acquisition. This research emphasizes the importance of integrating vocabulary learning with reading exercises, continuous assessment, and progress recording. It underscores the significance of vocabulary mastery for language proficiency and calls for the integration of such strategies into language teaching practices.

Strengthening Multiple Intelligences Approach for Kindergarten Teachers Al-Fikh Orchard Malaysia

This article is the output of international community service activities. The aim of this activity is to provide reinforcement of the Multiple Intelligences Approach to teachers at Al-Fikh Orchard Malaysia Kindergarten. The service method used is Participatory Action Research (PAR) with a cycle of work steps including the stages to know, to understand, to plan, to act, and to change. The work matrix includes preparation activities, implementation of training activities, and evaluation of the achievements of the service program. The service partner involved is the owner of the Al-Fikh Orchard Kindergarten which has a branch of 40 Kindergartens spread throughout Malaysia. The result of this service is an increase in the capacity and quality of Al-Fikh Orchard Kindergarten teachers, especially regarding the implementation of learning processes for early childhood based on Multiple Intelligences. These strengthening activities include; provides an understanding of the working system of a child's brain, an understanding of several types of children's intelligence, and how to train children's intelligence according to their intelligence potential.

COVID-19 diagnosis using clinical markers and multiple explainable artificial intelligence approaches: A case study from Ecuador

The COVID-19 pandemic erupted at the beginning of 2020 and proved fatal, causing many casualties worldwide. Immediate and precise screening of affected patients is critical for disease control. COVID-19 is often confused with various other respiratory disorders since the symptoms are similar. As of today, the reverse transcription-polymerase chain reaction (RT-PCR) test is utilized for diagnosing COVID-19. However, this approach is sometimes prone to producing erroneous and false negative results. Hence, finding a reliable diagnostic method that can validate the RT-PCR test results is crucial. Artificial intelligence (AI) and machine learning (ML) applications in COVID-19 diagnosis has proven to be beneficial. Hence, clinical markers have been utilized for COVID-19 diagnosis with the help of several classifiers in this study. Further, five different explainable artificial intelligence techniques have been utilized to interpret the predictions. Among all the algorithms, the k-nearest neighbor obtained the best performance with an accuracy, precision, recall and f1-score of 84%, 85%, 84% and 84%. According to this study, the combination of clinical markers such as eosinophils, lymphocytes, red blood cells and leukocytes was significant in differentiating COVID-19. The classifiers can be utilized synchronously with the standard RT-PCR procedure making diagnosis more reliable and efficient.

Pendekatan Multiple Intelligences dalam Menumbuhkembangkan Kompetensi Psikososial Siswa (Studi Deskriptif pada SDIT Quantum Scholl Banda Aceh)

Multiple Intelligences besides perfecting and developing the definition of intelligence, it also enriches learning methods. As we realize that in every human being produces intellectual diversity and different levels of development. Education should be able to develop various potentials that exist in children, one of which is psychosocial competence. The problem that currently occurs is that the competencies possessed by students, especially psychosocial competencies, are experiencing a decline, with the Multiple Intelligences approach it will be easy to develop these aspects. The purpose of this study was to determine the initial psychosocial competencies of SDIT Quantum School Banda Aceh students, the Multiple Intelligences approach that was carried out in developing the Psychosocial competencies of SDIT Quantum School students in Banda Aceh, and the final competencies achieved by students after using the Multiple Intelligences approach at SDIT Quantum School Banda Aceh. This research is a field research using qualitative methods. Data was collected through document review, interviews and documentation, then the data was analyzed through descriptive-qualitative. The results of the study found that the initial competence of SDIT Quantum School Banda Aceh students in accordance with the qualifications obtained from teachers through a report card review was categorized as good and still needed improvement. After using several approaches such as Brain Evo (Dermatoglyphics Multiple Intelligence Analysis), Talent Focus, Market Day, Family Gathering, Q-RAC (Quantum Ramadhan Activity), D' Survival Camp, Environment Day, Smart Parenting, PHBI (Islamic Holiday Celebration) , Cherity Day (Social Visit), Habit Training and efforts made by SDIT Quantum School to improve the education of students' attitudes, knowledge and skills, the final psychosocial ability of SDIT Quantum School Banda Aceh students has increased from year to year seen from the study of psychosocial aspects of report cards. which is contained in the 8 values of SEMANGAT and aspects of social ability (KI-2) in the 2013 Curriculum, the increase that occurs due to the implementation of the best process, namely Multiple Intelligences which is applied in every program at SDIT Quantum School Banda Aceh.

Formulation of Alternative Islamic Education Through the Multiple Intelligences Approach at Boarding School

Pesantren, as future Islamic education institutions, is based on community needs based on the dynamics of the morality of the developing generation. This study aims to reveal alternative Islamic education's hierarchy, formulas, and formulations in pesantren with a multiple intelligences approach. This research was conducted at Pondok Pesantren Puncak Darussalam Potoan Dajah Palengaan Pamekasan, which is capable of producing graduates with national and international contributions and achievements. The characteristics of this pesantren are able to accommodate the potential of santri through the multiple intelligences approach with varied activities representing the multiple intelligences of the santri. The chosen research technique employs a descriptive qualitative approach, specifically utilising a case study design. The data collection process encompasses various methods, including observation, interviews, and documentation. The study yielded findings about the hierarchical structure of alternative Islamic education, which was analysed through multiple intelligences theory, incorporating integrative, creative, and adaptive principles. The formula is organised in a systematic manner, incorporating many supporting materials that encompass the stages of input, process, output, and outcome. The formulation is evident in the design of learning activities that serve to strengthen and enhance the nine different types of intelligence.

The Use of Multiple Intelligence Approach in Teaching English for Homeschooling Students Through Meaningful Activities: A Case Study At a Homeschooling in Banjar

This study reported the implementation and perceptions of EFL homeschooling students in activating the Multiple Intelligences strategy through meaningful activities. This study employed qualitative case study at one of the Homeschoolings in Banjar. The data collection included observation and interview. The sampling was selected purposively. They were two homeschooling students in Banjar. The results of this study showed that multiple intelligences approach through meaningful activities resulted in a positive and good response. Students had different bits of intelligence and they could build their multiple intelligences through meaningful activities. The researcher recommends future researchers, who intend the research about the effect of multiple intelligence approaches and the use of meaningful activities to optimize student intelligence, invite more participants such as students in formal schools that always have more students.

Cell-free DNA in maternal blood and artificial intelligence: accurate prenatal detection of fetal congenital heart defects

DNA cytosine nucleotide methylation (epigenomics and epigenetics) is an important mechanism for controlling gene expression in cardiac development. Combined artificial intelligence and whole-genome epigenomic analysis of circulating cell-free DNA in maternal blood has the potential for the detection of fetal congenital heart defects. This study aimed to use genome-wide DNA cytosine methylation and artificial intelligence analyses of circulating cell-free DNA for the minimally invasive detection of fetal congenital heart defects. In this prospective study, whole-genome cytosine nucleotide methylation analysis was performed on circulating cell-free DNA using the Illumina Infinium MethylationEPIC BeadChip array. Multiple artificial intelligence approaches were evaluated for the detection of congenital hearts. The Ingenuity Pathway Analysis program was used to identify gene pathways that were epigenetically altered and important in congenital heart defect pathogenesis to further elucidate the pathogenesis of isolated congenital heart defects. There were 12 cases of isolated nonsyndromic congenital heart defects and 26 matched controls. A total of 5918 cytosine nucleotides involving 4976 genes had significantly altered methylation, that is, a P value of <.05 along with ≥5% whole-genome cytosine nucleotide methylation difference, in congenital heart defect cases vs controls. Artificial intelligence analysis of the methylation data achieved excellent congenital heart defect predictive accuracy (areas under the receiver operating characteristic curve, ≥0.92). For example, an artificial intelligence model using a combination of 5 whole-genome cytosine nucleotide markers achieved an area under the receiver operating characteristic curve of 0.97 (95% confidence interval, 0.87-1.0) with 98% sensitivity and 94% specificity. We found epigenetic changes in genes and gene pathways involved in the following important cardiac developmental processes: "cardiovascular system development and function," "cardiac hypertrophy," "congenital heart anomaly," and "cardiovascular disease." This lends biologic plausibility to our findings. This study reported the feasibility of minimally invasive detection of fetal congenital heart defect using artificial intelligence and DNA methylation analysis of circulating cell-free DNA for the prediction of fetal congenital heart defect. Furthermore, the findings supported an important role of epigenetic changes in congenital heart defect development.

Multiple Intelligence Informed Resources for Addressing Sustainable Development Goals in Management Engineering

The competence-based model focuses on acquiring skills and abilities, yet each student’s individual circumstances condition the way in which they learn, develop, and implement them. Accordingly, there is a growing interest in defining learning activities that consider the diverse range of intelligences, abilities, and prevailing mindsets in each individual in order to promote inclusive education and sustainable development. This article seeks to design a methodology for the teaching–learning resources associated with the nature of the prevailing intelligence in the competence-based model. Thus, the “competence-intelligence-resource triangle” was proposed for promoting inclusive education in the degree in Management Engineering at the University of the Basque Country (UPV/EHU). A total of 99 teaching–learning resources, 11 competences, and 9 types of intelligence were combined. As far as the multiple intelligence approach is concerned, the 50 students surveyed prioritized logical–mathematical, interpersonal, intrapersonal, linguistic, and spatial intelligences. As a conclusion, the use of teaching–learning resources designed for promoting different types of intelligence in the competence-based model constitutes an adaptive strategy for the students to successfully acquire competences.

The Effect of Using Different Teaching Methods on High-Level Skills in Science Lessons

The aim of this study was to determine the relationship between students' metacognitive learning, critical thinking, scientific process skills and academic achievements after the ‘Cell and Divisions’ and ‘Force and Energy’ units have been processed according to different teaching methods. Also, in this study, it is aimed to determine the variables that predict academic achievement. In the study, five different groups were selected from 7th grade students. In these groups, lessons were taught according to the Multiple Intelligence Approach, Problem Based Learning, Peer Instruction, Combined Method and the method recommended by the Ministry of National Education (2017). The sample of the study, in which the correlational survey method, one of the quantitative research approaches, was used, consists of 185 seventh grade students studying in two secondary schools in the Yakutiye district of Erzurum. As a data collection tool in research; Metacognitive Learning Strategies Scale, Critical Thinking Tendency Scale, Scientific Process Skills Test and Academic Achievement Tests were used. As a result of the analyzes made on the data of the students in different groups and the whole study group, significant relationships between variables were determined in terms of group specific and all data. In addition, in the hierarchical regression analysis, it was determined that scientific process skills were the most predictive skills for academic achievement for each group.

Examining AI Methods for Micro-Coaching Dialogs.

Conversational interaction, for example through chatbots, is well-suited to enable automated health coaching tools to support self-management and prevention of chronic diseases. However, chatbots in health are predominantly scripted or rule-based, which can result in a stagnant and repetitive user experience in contrast with more dynamic, data-driven chatbots in other domains. Consequently, little is known about the tradeoffs of pursuing data-driven approaches for health chatbots. We examined multiple artificial intelligence (AI) approaches to enable micro-coaching dialogs in nutrition - brief coaching conversations related to specific meals, to support achievement of nutrition goals - and compared, reinforcement learning (RL), rule-based, and scripted approaches for dialog management. While the data-driven RL chatbot succeeded in shorter, more efficient dialogs, surprisingly the simplest, scripted chatbot was rated as higher quality, despite not fulfilling its task as consistently. These results highlight tensions between scripted and more complex, data-driven approaches for chatbots in health.

Teachers’ Application of Multiple Intelligences Approach in Teaching Economics

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

Pendekatan Kecerdasan Majemuk Dalam Pembelajaran Agama Islam

Learning innovation is really needed in learning considering the intelligence possessed by a child is very diverse. This study wants to describe the religious learning innovation program carried out by Al-Azhar Gresik High School with a multiple intelligence approach. The research method used is qualitative research with a phenomenological-anthropological approach with data collection techniques in the form of structured interviews, participatory observation and documentation and data analysis used is descriptive analysis of Miles and Huberman. The results showed that innovation was carried out in five stages, namely introduction, persuasion, decision, implementation, and confirmation. The implementation of this innovation is carried out by means of a strategic plan, act, and evaluation.

Effectiveness of Problem-based Learning Model Devices with Multiple Intelligences Approach to Improve Learners' Physics Problem-Solving Skills

This research aims to develop problem-based learning model learning tools with multiple intelligences approaches to improve the effective physics problem-solving skills of learners. This research is research and development with 4D models defined, designed, developed, and disseminated. The products developed in the form of syllabus, lesson plan, student worksheet, and instrument tests of learners’ problem-solving and logical-mathematical skills. The validity of the product was assessed by six validators, namely three lecturers and three practitioner teachers with a Likert scale analysis. After the validity test, the learning device was conducted a limited trial that aims to measure the effectiveness of learning devices to get N-gain test scores through questionnaires about the ability to solve problems and mathematical logic of learners and efficiency determined from the response of teachers and learners. The results of the study based on assessments from validators showed the overall device averaged above 3.27 with excellent categories. Then the average result of the N-gain test obtained a value of 0.69 with a moderate category. Based on the results of the analysis of the response of learners to the module showed positive criteria with the acquisition of 66.7%. These results can be concluded that the developed product is effectively used in learning