Visual-spatial Intelligence Research Articles

Multiple Intelligences of Students in SMAN 1 V Koto Kampung Dalam Padang Pariaman

Multiple Intelligences (MI) is a theory about intelligence that was triggered by Dr. Howard Gardner, a figure in education and psychology. Multiple Intelligences consist of linguistic intelligence, logic-mathematical intelligence, visual-spatial intelligence, gesture intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence. Everyone has MI at different levels. Therefore, each teacher should be able to understand the intelligence and abilities of each student well, this is because the conditions of students in the class are different and have different levels of intelligence. This is in accordance with the role of the teacher as a motivator, facilitator, and director. Many benefits can be obtained by knowing the level of MI of students, both for schools and for students themselves. some of the benefits of MI for students and schools, for students if the MI level is known it can increase their self-confidence and help students to choose majors. For schools the level of MI that students have can help teachers focus more on the learning process, helping to group students, can approach students according to the type of intelligence they have. In addition, by knowing the level of MI of students, teachers can develop optimally the potential that exists in students and can choose the right strategy in the learning process. From the results of observations at SMAN 1 V Koto Kampung Dalam Padang Pariaman it can be seen that there is no meaningful relationship between the MI overall and MI partially with the learning outcomes

PENGARUH MINAT BACA DAN KECERDASAN VISUAL SPASIAL TERHADAP KETERAMPILAN MENULIS TEKS DESKRIPTIF

Pengaruh Minat Baca dan Kecerdasan Visual Spasial Terhadap Keterampilan Menulis Teks Deskriptif (Survei pada SMA Negeri di Kota Bekasi). Penelitian ini bertujuan untuk mengetahui bagaimana minat baca dan kecerdasan visual spasial dapat memengaruhi kemampuan seseorang dalam menulis teks deskriptif. Penelitian ini menggunakan metode survei dengan analisis regresi ganda, dengan menggunakan paradigma penelitian antara variabel X1, X2, dan Y. Kemudian dengan menggunakan rumus Slovin diperoleh sampel sebesar 50 siswa, yang selanjutnya dilakukan analisis data dengan menggunakan program aplikasi SPSS 20.0. Hasil penelitian membuktikan bahwa terdapat pengaruh yang signifikan minat baca dan kecerdasan visual spasial terhadap kemketerampilan menulis teks deskriptif.

The Multiple Intelligences Dimension In Indonesia`s Religious Education

The implementation of the 2013 curriculum as a reference in the education process in Indonesia also impacts on the learning model of religious education. The current education curriculum accommodates students' multiple intelligences. This paper aims to uncover the dimensions and implementation of Islamic Religious Education (PAI) curriculum based on multiple intelligences at the Elementary School level. This study uses a qualitative approach to the type of library research. The results showed that the dimensions of multiple intelligences in the 2013 PAI curriculum at Elementary School level can be seen through the classification of nine intelligences (according to Howard Gadner) in each section of core competence. Spiritual competence contains existential intelligence. Social competence is related to interpersonal and intrapersonal intelligence. In the aspect of knowledge includes logical-mathematical intelligence, linguistic intelligence, musical intelligence. On the other hand, competency skills contain visual-spatial intelligence, kinesthetic intelligence, and naturalist intelligence. Implementation of the concept of multiple intelligences in PAI 2013 curriculum learning can be done by recognizing students' multiple intelligences; preparing a draft of learning; develop learning models, and determine the multiple intelligence-based assessment models in the 2013 PAI curriculum at Elementary School level.

Factors Affecting Vision and Visio-Spatial Intelligence (VSI) in Sport: A Review of the Literature

: Sport has become increasingly competitive, prompting the need to determine, as far as possible, any likely performance advantage. While the focus of athletic research, testing, and training is on the physiological and physical characteristics of the sport, visual abilities not only affect sport performance directly, but also affect the acquisition of motor skills. Vision, and visual-spatial intelligence (VSI), are a relatively new and underexplored area of athletic performance. As with physiological and physical parameters, a range of factors affect vision and VSI in sporting activities. This review of the literature is a first attempt to summarize and compile an overview of the factors affecting vision and VSI in athletes, covering those previously connected with sport, as well as those hitherto not associated with athletic activities, but that could also play a part in sports performance. The evidence from this review suggests that while current research still tends to focus on single factors affecting vision and VSI, a large number of such factors have been identified that could affect vision and VSI. This offers new opportunities for researchers to investigate the effects of a combination of factors, and for conditioning and/or sports vision specialists to explore further possibilities for competitive advantage.

Visual-Spatial and Intrapersonal Intelligence in Learning of Rampak Kendang Art for Elementary School Students

ABSTRACT The art of rampak kendang in Patimuan Cilacap Regency is an art that has existed for a long time and is hereditary in the people of Cilacap. In learning the art of rampak kendang, two types of plural intelligence exist and have their character in the form of visual-spatial and intrapersonal intelligence. This study aims to describe how visual-spatial and intrapersonal intelligence can form through the learning art of rampak kendang in elementary school students in Patimuan Cilacap. This research method uses descriptive research with a qualitative approach. Methods of data collection using observation, interviews, and document studies to analyze content, this study uses data validity techniques in the form of source triangulation, with data analysis techniques for data reduction, data presentation, and concluding. This study's results in the form of the formation of visual-spatial and intrapersonal intelligence are influenced by internal, external, textual, and contextual factors. Visuals spatial are formed based on understanding art through the senses, primarily through the eyes in the form of colour and space, then transforming the learning the art of rampak kendang captured by the eye into another type of recording and becoming a musical work that appears. In contrast, intrapersonal intelligence is formed with the ability to understand oneself and act based on understanding, which includes strengths and limitations of self, moods, intentions, motivations, temperament and desires, self-discipline, and self-understanding and respect. This study concludes that visual-spatial intelligence is created in the form of creating space by making floor patterns, observing and recording the trainer and then can mimic the movements of kendang, and the use of dancers 'and musicians' face makeup, and costume selection for performances. Intrapersonal intelligence appears based on listening to and playing music among musicians to create strength in oneself, calm the mood, control oneself, and be motivated so that it becomes more disciplined and more self-respecting and the environment. Kecerdasan Visual Spasial dan Intrapersonal dalam Pembelajaran Seni Rampak Kendang bagi Siswa Sekolah Dasar ABSTRAK Seni rampak kendang di Patimuan Kabupaten Cilacap merupakan kesenian yang sudah lama ada dan turun temurun pada masyarakat Cilacap. Dalam pembelajaran seni rampak kendang ditemukan ada dua jenis kecerdasan jamak yang ada dan memiliki karakternya sendiri berupa kecerdasan visual spasial dan intrapersonal. Penelitian ini bertujuan untuk mendeskripsikan proses kecerdasan visual spasial dan intrapersonal dapat terbentuk melalui pembelajaran seni rampak kendang pada siswa sekolah dasar di Patimuan Cilacap. Metode penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kualitatif. Metode pengumpulan data menggunakan observasi, wawancara dan studi dokumen untuk menganalisis konten, penelitian ini menggunakan teknik keabsahan data berupa triangulasi sumber, dengan teknik analisis datanya reduksi data, penyajian data serta penarikan kesimpulan. Hasil penelitian ini berupa proses terbentuknya kecerdasan visual spasial dan intrapersonal dipengaruhi oleh faktor internal, eksternal, tekstual dan kontekstual. Visual spasial terbentuk berdasarkan memahami seni melalui pancaindera khususnya melalui mata berupa warna dan ruang, selanjutnya mentransformasikan bentuk dari pembelajaran seni rampak kendang yang ditangkap mata ke dalam bentuk wujud lain berupa rekaman dan menjadi karya musik yang rampak. Sedangkan kecerdasan intrapersonal terbentuk dengan kemampuan memahami diri sendiri dan bertindak berdasarkan pemahaman yang meliputi kekuatan dan keterbatasan diri, suasana hati, maksud, motivasi, temperamen dan keinginan, disiplin diri serta memahami dan menghargai diri. Kesimpulan penelitian ini adalah kecerdasan visual spasial tercipta berupa menciptakan ruang dengan membuat pola lantai, mengamati dan merekam pelatih kemudian bisa menirukan gerakan kendang, dan penggunaan make-up wajah penari dan pemusik, serta pemilihan kostum untuk pertunjukan. Sedangkan kecerdasan intrapersonal muncul ada berdasarkan mendengarkan dan memainkan musik antar anggota pemusik sehingga membuat kekuatan pada diri, menenangkan suasana hati, dapat mengendalikan diri, termotivasi sehingga menjadi lebih disiplin dan lebih menghargai diri serta lingkungan.

An Analysis of Students Geometry Skills with Different Visual-Spatial and Logic-Mathematic Intelligence in Solving the Problem of Solid Plane Geometry

<div class="WordSection1"><p class="BodyAbstract">This paper aims to find out the geometry skills of students with different levels of visual-spatial and logic-mathematic intelligence in solving the problem of solid geometry plane surfaces. It is qualitative descriptive research. Interview and test were employed to get data about students’ geometry skills in solving the problem of solid geometry plane surfaces. To maintain the worthiness of the data, the researcher implemented the time triangulation method. The data analysis comprised of data reduction, data display, and verification. This research used purposive sampling to determine the subjects. The results of this research indicated that the students with low visual-spatial intelligence and low logic-mathematic intelligence had visual skills level 0, the verbal skills did not reach level 0, the logical skills did not reach level 0, drawing skills of subject RR1 was level 0 and subject RR2 did not reach level 0, and applied skills level 1. The students with low visual-spatial intelligence and high logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 1, drawing skills level 1, and applied skills level 1. The students with high visual-spatial intelligence and low logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 0, drawing skills level 0, and applied skills level 1. The students with high visual-spatial intelligence and high logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 1, drawing skills level 1, and applied skills level 1..</p></div>

S62. COGNITIVE DEFICITS IN TREATMENT RESISTANT SCHIZOPHRENIA

BackgroundSchizophrenia (Sz) and other psychoses are complex mental disorders, characterised by sensory, cognitive and emotional symptoms, but mainly distinguished by positive and negative symptoms. Cognitive impairment is a core feature of schizophrenia, with research into cognitive deficits indicating that cognitive impairment precedes clinical disease onset and is still evident after positive symptoms are no longer present. The current mainstream treatment for Sz are first and second-generation antipsychotics, such as chlorpromazine and aripiprazole respectively. However, about a third of patients treated with antipsychotic drugs have no change in their symptoms despite adequate trials of several antipsychotic drugs. Treatment-resistant schizophrenia (TRS) refers to individuals with a F20-F29 diagnosis who have had at least two courses of antipsychotic treatment with little to no symptomatic relief. Emerging evidence into the factors associated with antipsychotic treatment response has investigated genetic, demographic and clinical factors and their relation to treatment response, with emerging evidence from cognitive data inferring a domain specific deficit in TRS populations for verbal, general cognition (IQ) and executive function tasks.MethodsPublications were selected from a systematic search from four databases: PsycINFO, Ovid MEDLINE(R), Scopus and Web of Science. Following inclusion/exclusion criteria, cognitive test outcomes were extracted for each responder group (TRS/NTRS; treatment responders), as well as variables such as age of psychotic illness onset, average chlorpromazine equivalents and duration of illness. Neuropsychological tasks and subtests identified across publications were then grouped into one of seven exclusive cognitive domains (e.g. executive function) prior to analysis based on recommendations from existing literature. Following this, a random-effects model was adopted to test the differences between responder groups in each cognitive domain across publications.ResultsFrom the 17 publications identified, sample sizes ranged from 817 to 36, with the majority of publications using a sample size of ~65 TRS/NTRS cases, and a total sample size of N = 1,943 across studies. The random-effects model indicates that cases reaching treatment resistance criteria demonstrated marked neuropsychological performance generally across all domains (d = 0.372, 95CIs 0.29; 0.46], p< .001), with this being most marked in tasks of verbal memory and learning (d = 0.49, 95CIs [0.28; 0.70], p<. 001), verbal intelligence and processing (d = 0.38, 95CIs [0.17; 0.58], p< .001), IQ/general cognitive functioning (d = 0.46, 95CIs [0.17; 0.75], p = 0.002), attention, Working memory and Visual-motor/processing speed (d = 0.38, 95CIs [0.24; 0.51], p< 0.001) and executive function (d = 0.41, 95CIs [0.13; 0.68], p = 0.003), with these all demonstrating a close to medium effect size. There was no significant differences between responder groups in test performance for visual-spatial memory and learning (d = .16, 95CIs [-0.16; 0.48], p = 0.334) and visual-spatial intelligence and processing (d = .50, 95CIs [-0.05; 01.04], p = 0.074) tasks.DiscussionIn line with existing literature, treatment resistant schizophrenia appears to demonstrate domain specific marked performance on tasks relating to verbal memory, verbal intelligence, as well as tasks relating to executive function, attention and working memory in relation to responders. When considering the clinical importance of identification of treatment resistance in the early disease stages (i.e. at first episode) the use of domain specific cognitive testing could help improve prediction of future antipsychotic response/non-response.

PENGARUH GAYA MENGAJAR GURU TERHADAP KECERDASAN VISUAL-SPASIAL SISWA KELAS IV SD KHADIJAH SURABAYA

This research is about the effect of teacher teaching style on visual-spatial intelligence of fourth grade students of Khadijah Surabaya Elementary School . The purpose of this researh was to determine the teaching style used by fourth grade teachers, to determine the visual-spatial intelligence of fourth grade students , and to determine the effect of the teacher's teaching style on the visual-spatial intelligence of fourth grade students. The research method used was quantitative research, the type of correlational research . Th e total population in this study was 123 students with a total sample of 95 students. Data collection techniques us ed was a questionnaire with the number of questions 23 variable X questions and 15 valid variable Y questions with a reliable value of 0.893 (variable X) and 0.783 (variable Y). Data analysis techniques us ed was the Pearson product moment test. The results of this study indicate d that: 1) the teaching style used by fourth grade teachers was classical 31.58%, technologically 38.95%, personalization 7.37%, and interactional 22.1%, 2) visual-spatial intelligence of 72 fourth grade students (75.8%) were in the high category, 22 students (23.2%) were in the medium category , and 1 student (1.1%) was in the low category, 3) The teaching style of the teacher ha d moderate influence on visual-spatial intelligence of fourth grade students with a correlation coefficient of 0.521 and a significance value of 0.000 <0.01. This research hopes to shed some light for researchers, teachers, and schools to apply teaching styles that are in accordance with students' visual-spatial intelligence.

أثر استخدام الأنشطة الفنية في تنمية الإدراک المکاني البصري کأحد أبعاد الذکاء المکاني البصري لدى طفل الروضة The effect of using art activities on developing visual spatial perception as one of the dimensions of visual spatial intelligence in a kindergarten child

هدف هذا البحث إلى معرفة أثر استخدام الأنشطة الفنية في تنمية الإدراک المکاني البصري کأحد أبعاد الذکاء المکاني البصري لدى طفل الروضة. وقد بلغت عينة البحث (30) طفلا وطفلة من أطفال الروضة تتراوح أعمارهم بين 5 إلى 7 سنوات. وقامت الباحثة بإعداد أدوات البحث التي تمثلت في مقياس لقياس الإدراک المکاني البصري لأطفال الروضة، و أنشطة فنية لتنمية الإدراک المکاني البصري لأطفال الروضة. وأسفرت النتائج عما يلي: 1- وجود فروق ذات دلالة إحصائية بين متوسطي درجات أطفال المجموعة التجريبية في القياسين القبلي والبعدي لمقياس الإدراک المکاني البصري لصالح القياس البعدي. 2- وجود تأثير دال لاستخدام الأنشطة الفنية في تنمية الإدراک المکاني البصري لدى طفل الروضة. This research aimed to know the effect of using art activities on developing visual spatial perception as one of the dimensions of visual spatial intelligence in a kindergarten child. The research sample reached (30) male and female children from kindergarten ages 5 to 7 years. The researcher prepared the research tools represented in a scale for measuring visual spatial perception of kindergarten children, and art activities to develop visual spatial perception of kindergarten children. The results resulted in the following: 1- There are statistically significant differences between the mean scores of children in the experimental group in the pre and post measurements of the spatial visual perception scale in favor of the dimensional measurement. 1- There is a significant effect of the art activities on developing visual spatial perception in the kindergarten child.

Ortaokul 8. Sınıf Öğrencilerinin Çoklu Zekâ Algıları ve Matematik Öğretim Programında Yer Alan Alana Özgü Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi

Bu araştırmanın amacı; Sivas il merkezindeki ortaokul 8.sınıf öğrencilerinin çoklu zekâ alanlarına ilişkin algılarını ve İlköğretim Matematik Dersi Öğretim Programı (İMDÖP)’nda yer alan alana özgü problem çözme becerilerini belirlemek, çoklu zekâ alanlarına ilişkin algılarını ve İMDÖP’te yer alan alana özgü problem çözme becerilerini cinsiyet değişkeni açısından incelemek; ayrıca bu algı ve beceri arasındaki ilişkiyi tespit etmektir. Araştırmanın örneklemi, basit seçkisiz örnekleme yöntemi ile seçilmiş olan 656 ortaokul 8. sınıf öğrencisinden oluşmaktadır. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmada veriler Oral (2001) tarafından Türkçe’ye uyarlama çalışması yapılan “Çoklu Zekâ Envanteri” ve araştırmacı tarafından geliştirilen “Problem Çözme Beceri Testi” ile toplanmıştır. Verilerin analizinde SPSS 18, Jmetrik 4.0 ve Lisrel 8.8 paket programları kullanılmıştır. Araştırma sonucunda, ortaokul 8. sınıf öğrencilerinin algılarına göre en yüksek olduğunu düşündükleri zekâ alanı mantıksal-matematiksel zekâ alanıdır. Bu zekâ alanını kişilerarası ve görsel-uzamsal zekâ alanı izlemektedir. En düşük olduğunu düşündükleri zekâ alanı müziksel-ritmik zekâ olarak bulunmuştur. Öğrencilerin İMDÖP’te yer alan alana özgü problem çözme becerileri ve çoklu zekâ alanlarına ilişkin algıları cinsiyete göre farklılık göstermektedir. Öğrencilerin İMDÖP’te yer alan alana özgü problem çözme becerileri ile sözel-dilsel, mantıksal-matematiksel ve görsel-uzamsal zekâ alanlarına ilişkin algıları arasında pozitif yönlü ve orta düzeyde; müziksel-ritmik zekâ alanına ilişkin algıları arasında negatif yönlü ve orta düzeyde ilişki bulunmuştur. Çoklu zekâ alanları birlikte, İMDÖP’te yer alan alana özgü problem çözme becerisindeki toplam varyansın %44’ünü açıklamaktadır. Problem çözme becerisi için; mantıksal-matematiksel zekâ orta düzeyde ve pozitif anlamlı yordayıcı, müziksel-ritmik zekâ düşük düzeyde ve negatif anlamlı yordayıcı olarak bulunmuştur.

Visual-Spatial Intelligence is Not Predictive of the Type of Residency Selected by Medical Students

Visual-Spatial Intelligence is Not Predictive of the Type of Residency Selected by Medical Students

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

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

Multimodal Assessment Shows a Mostly Preserved Cognitive Status in Incidentally Discovered Low Grade Gliomas: A Single Institution Study.

Incidentally discovered low-grade gliomas (iLGGs) are poorly reported in the literature. Still less is known about iLGG patients’ neuropsychological profile: It is unclear whether iLGG patients are cognitively proficient, thus further confirming the concept of asymptomatic. From our monoinstitutional cohort of 332 patients operated for LGG from 2000 to 2017 we selected those who underwent a neuropsychological testing (n = 217, from 2008 to 2017), and identified 24 young (mean age 38.5 ± 1.06) patients with iLGGs (16 of 24, left hemisphere iLGGs, 8 of 24 right hemisphere iLGGs). The maximum lesions overlap occurred in the left inferior frontal gyrus and in the right anterior cingulate/superior medial frontal gyrus. Patients were cognitively preserved except mild to borderline difficulties in a few of them. The analysis of the equivalent scores (a score laying below or equal to the external nonparametric tolerance limit of adjusted scores corresponding to 0, 1, 2 and 3 are intermediate) highlighted the presence of additional borderline performances. Molecular class correlated with a normal function at visual–spatial intelligence (p = 0.05) and at spatial short-term memory (p = 0.029). Results indicate that at this time of tumor growth, patients’ cognitive abilities are still functional, but are slowly approaching the borderline level.

Multiple Intellegences of Social Sciences and Linguistics Students Grade X Crossing Biology Interest

Multiple intelligences are the development of intelligence of the brain or intelligence quotient (IQ), emotional intelligence or emotional quotient (EQ), and spiritual intelligence or Spiritual Quotient (SQ). The intelligence consists of nine levels of intelligence is known as the Multiple Intelligences (MI) which includes: linguistic intelligence, mathematical-logical intelligence, visual spatial intelligence, physical-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, and existential lntelligence. This theory shows that there is no human activity that uses only one intelligence, but uses all intelligence that exists in humans. Intelligence is a single talent that students use in situations of solving any problem. Every student has a different intelligence. This is because there are several factors that influence it, namely the hereditary factor, interest factor, formation factor, maturity factor, and freedom factor.This research are descriptive study which aims to reveal the level of MI of social sciences and linguistcs student grade X crossing biology interest at SMAN 1V Koto KampungDalam. Results of the study, it was faund that the most dominant intelligence in social science students is naturalist intelligence. In the linguistics scienscestudents, the most dominant intelligence is existential intelligence.

Algebraic Reasoning of Students with Logical-mathematical Intelligence and Visual-spatial Intelligence in Solving Algebraic Problems

This study aims to describe the algebraic reasoning of students with logical-mathematical Intelligence and visual-spatial Intelligence in solving algebraic problems. This research is a qualitative descriptive study. The subjects of this study were students of eighth grade students of junior high school totaling 35 students. The results of the research data were analyzed by describing the algebraic reasoning of students with logical-mathematical Intelligence and students with visual-spatial Intelligence on each of the defined indicators. Data collection techniques are carried out by tests, observation, interviews, and documentation. The results showed that the student with logical-mathematical Intelligence and visual-spatial Intelligence in pattern seeking indicators, were able to identify, represent what was known and asked in the problem and find the constituent elements of the pattern. In the pattern recognition indicator students with logical-mathematical Intelligence find a relationship between elements and the similarity of the relationship of each element by thinking about it and accompanied by logical reasons. Students with visual-spatial Intelligence find a relationship between elements and the similarity of relations between each element by conducting experiments by writing down each process completely. In the generalization indicator, students with logical-mathematical Intelligence and students with visual-spatial Intelligence are able to model the situation or problem given and solve it correctly, and they are able to find a general rule that can be used to solve problems.

Design of Decision Support System for Mapping Student Interest in Information Technology and Computing Specialization

The mapping of students will help the selection of student specialization in the research field. The purpose of this research is to develop and develop a decision support system to map and provide direction in the suitability of specialization in the field of computer / information technology to students. Development of a decision sThe mapping of students will help the selection of student specialization in the research field. The purpose of this research is to develop and develop a decision support system to map and provide direction in the suitability of specialization in the field of computer / information technology to students. Development of a decision support system design to map computer students with regard to the types of specialization in IT and Computing specialization. The specialization of students is divided into 8 specializations. The specialization is then correlated with indicators namely interests, grade of subjects, learning styles, multiples intelligences and cognitive styles. The leaning styles according to Memeletics Learning Styles Inventory consist 7 types namely : Visual, Aural, Verbal, Physical, Logical, Social and Solitary. The Multiple Intelligences according to Gardner's Multiple Intelligences Scale consist 8 types namely : Linguistics Intelligence, Logical Mathematics Intelligence, Visual Spatial Intelligence, Bodily Kinesthetics Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence and Naturalist Intelligence. The Cognitive Styles according to Martin Cognitive Styles Inventory consist 5 types namely: Systematic Style, Intuitive Style, Integrated Style, Undifferentiated Style and Split Style.upport system design to map computer students with regard to the types of specialization in IT and Computing specialization. The specialization of students is divided into 8 specializations. The specialization is then correlated with indicators namely interests, grade of subjects, learning styles, multiples intelligences and cognitive styles. The leaning styles according to Memeletics Learning Styles Inventory consist 7 types namely : Visual, Aural, Verbal, Physical, Logical, Social and Solitary. The Multiple Intelligences according to Gardner.'s Multiple Intelligences Scale consist 8 types namely : Linguistics Intelligence, Logical Mathematics Intelligence, Visual Spatial Intelligence, Bodily Kinesthetics Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence and Naturalist Intelligence. The Cognitive Styles according to Martin Cognitive Styles Inventory consist 5 types namely: Systematic Style, Intuitive Style, Integrated Style, Undifferentiated Style and Split Style.

Comparison of Multiple Intelligence Areas of Hearing and Visually Impaired Individuals in Terms of Age, Gender and State of Doing Sport

The purpose of the study is to review the multiple intelligence domains of the individuals belonging to two different disability groups (hearing impaired and visually impaired). The study comprises of 63 adults in total, 34 hearing impaired and 29 visually impaired. In order to obtain data, “Multiple Intelligence Inventory” developed by Gülşen (2015) was applied to the respondents as well as the descriptive questions. In the study, t test and Mann Whitney U, and Kruskal Wallis and One Way ANOVA were used. When the multiple intelligence score averages were compared according to the gender variable, the interpersonal intelligence score averages of the females were found to be significantly different than that of the males (p&lt;0.05). It was determined that the naturalistic intelligence score averages of the individuals at the age of 35 or above were significantly higher when the score averages of multiple intelligence domains were compared in terms of age variable and the bodily – kinesthetic intelligence of the individuals doing sports was seen to be significantly higher than those who did not do any sports (p&lt;0.05). When the average scores of multiple intelligence domains were compared in regard to the state of disability variable, the mathematical-logical intelligence of the hearing impaired was found to be significantly higher than the visually impaired (p&lt;0.05). The visual-spatial intelligence of the hearing impaired was observed to be significantly higher than the visually impaired (p&lt;0.05). The musical intelligence of the visually impaired was found to be significantly higher than the hearing impaired (p&lt;0.05). The intelligence score averages of the visually impaired were determined to be significantly higher than the hearing impaired for the interpersonal intelligence domain (p&lt;0.05). It was found that the intrapersonal intelligence of the hearing impaired was higher than the visually impaired (p&lt;0.05). The less developed intelligence domains of the impaired can be worked actively and improved by making regulations in a way that the impaired can involve more in the social life and by allowing them to be exposed to environmental warnings more.

Selecting multiple intelligences on children with weighted product, analytical hierarchy process, simple additive weighting and TOPSIS

Multiple intelligence is intelligence possessed by every human being, among these intelligences are linguistic intelligence, musical intelligence, naturalist intelligence, visual-spatial intelligence, logic-mathematical intelligence, interpersonal intelligence, intrapersonal intelligence, and kinesthesis intelligence. Various methods are carried out by researchers to find out intelligence such as through numbers, images, music, words, physical and social-emotional activities. The purpose of this study is to decide and classify student intelligence based on multiple intelligence. The method used is Weighted Product (WP), Analytic Hierarchy Process (AHP) Simple Additive Weighting Method (SAW), ELimination Et Choix TRADITIONAL REAL (ELECTRE), Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). The four methods are a method that is in MADM and there have been many studies related to that method but no one has examined the determination of multiple intelligence related to these four methods. The results of the Weighted Product method calculation have the highest preference value 0.189261912 namely Verbal-Linguistic Intelligence, Analytical Hierarchy Process Method has the highest preference value 0.294117647 Verbal-Linguistic Intelligence, Simple Additive Weighting method has the highest preference value 0.677316667 verbal-Linguistic Intelligence and Technique for Order Preference by Similarity to Ideal Solution method has the highest value 0.679314281 Verbal-Linguistic Intelligence.

Developing Augmented Reality-based Learning Media to Improve Student Visual Spatial Intelligence

This article illustrates an effort to create a learning media based on Augmented Reality (AR) to improve student visual spatial intelligence. This type of intelligence is important for student to understand such subjects or topics like spaces, because to completely understand the image student should imagine the object’s shape and space. The lack of learning media in many schools caused the lack of student understanding toward the topic. According to the problem above, this research employing Research &amp; Development (R &amp; D) approach to develop AR-based learning media to facilitate 6th grade student to learn solar system more visually. The post-test has shown that there is an increased number of student visual spatial intelligence, especially on solar system topic. So, it can be concluded that AR-based learning media has huge potential to facilitate student to learn such topics related to space and the like. &#x0D; Abstrak&#x0D; Artikel ini menggambarkan upaya pengembangan media pembelajaran berbasis Augmented Reality (AR) untuk meningkatkan kecerdasan spasial visual siswa. Jenis kemampuan ini penting bagi siswa untuk memahami subjek atau topik yang berkaitan dengan konsep ruang, karena untuk sepenuhnya memahami gambar, siswa harus membayangkan bentuk dan ruang dari objek tersebut. Kurangnya media pembelajaran di banyak sekolah menyebabkan kurangnya pemahaman siswa tentang topik tersebut. Berdasarkan masalah di atas, penelitian ini menggunakan pendekatan Research &amp; Development (R &amp; D) untuk mengembangkan media pembelajaran berbasis AR untuk memfasilitasi siswa kelas 6 belajar tata surya secara lebih visual. Hasil post-test telah menunjukkan bahwa terdapat peningkatan kemampuan spasial visual siswa, terutama pada topik tata surya. Jadi, dapat disimpulkan bahwa media pembelajaran berbasis AR memiliki potensi besar untuk memfasilitasi siswa mempelajari topik-topik yang berkaitan dengan ruang dan sejenisnya.

An empirical study of the effect that a computer graphics course has on visual-spatial abilities

Visual-spatial abilities are relevant for performing diverse everyday tasks as well as being successful in multiple fields. This work provides empirical evidence supporting the claim that studying a computer graphics course, as commonly offered in computer science or engineering programs, can help develop stronger visual-spatial abilities. This benefit was estimated with the assessment of students’ performances in a standardized test of visual-spatial abilities. This empirical pre-test/post-test study ran for three consecutive semesters and involved six computer graphics groups where students were evaluated with the Purdue Spatial Visualization Test to measure whether the full-semester working on contents heavily related to 2D/3D geometric transformations had a positive effect on students’ visual-spatial intelligence. Results show a statistically significant increase in the average score in the test, which in turn suggests that these cognitive abilities could be reinforced or trained through the normal course workload. Additional findings in this study suggest that a retest gaining factor is present just by taking the test twice, and that there is a weak correlation between students’ level of visual-spatial abilities at the beginning of the course and the final grades obtained at the end of the semester.