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1
Rahmalia, Indah. "students' Multiple Intelligence in Learning during TOEFL Preparation." TELL-US JOURNAL 2, no. 2 (March 17, 2017): 42–55. http://dx.doi.org/10.22202/tus.2016.v2i2.1386.
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The purpose of this study was to find out students’ Multiple intelligece in learning during TOEFL preparation at STKIP Abdi Pendidikan Payakumbuh. This study was carried out of descriptive research that undertaken through phenomenological approach by employing questionnaire to 31 students selected by using purposive sampling technique. The findings of this study showed that the most multiple intelligence used by the students was musical intelligence with the score 606 , while the multiple intelligences that less dominant used by the students was logical-mathematical intelligence with the score 531.
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Picard, Luc. "La Guerre des Intelligences Intelligence Artificielle versus Intelligence Humaine." Hegel N° 2, no. 2 (2018): 171. http://dx.doi.org/10.4267/2042/67621.
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Sisk, Dorothy. "Spiritual Intelligence: The Tenth Intelligence that Integrates all other Intelligences." Gifted Education International 16, no. 3 (September 2002): 208–13. http://dx.doi.org/10.1177/026142940201600304.
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More and more people everywhere are becoming ready and concerned with the untapped potential of the mind and consciousness. Previously, particularly in education circles, if you talked about inner voices, outer signs, or a guiding presence, you would be discounted or put away; today being committed is fine. The materialism and individualism of Western culture have created an empty space in the lives of a lot of people and there is a growing need for spirituality; a search for community as a result of urbanization; and a search for identity in an increasingly depersonalized society. People have become more and more disenchanted with experts in every field; and they are beginning to trust their own inner authority to seek a purposeful path, to create their own vision, and to realize a sense of empowerment.
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Racle, Gabriel. "Une intelligence ou des intelligences ?" Communication et langages 68, no. 1 (1986): 51–66. http://dx.doi.org/10.3406/colan.1986.1760.
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Astuti, Juli. "RAHASIA MULTIPLE INTELLIGENCE PADA ANAK." Journal ISTIGHNA 1, no. 2 (July 25, 2018): 37–61. http://dx.doi.org/10.33853/istighna.v1i2.3.
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In educational institutions, parents, teachers and the public often assume that intelligence can only be seen through academic scores and formal test results such as getting a high score or being ranked in a class. This conception is outdated and superficial. In this era of globalization where educational practitioners are exploring the concept of Multiple Intelligences. Multiple Intelligences as a broad concept of intelligence and has undergone several changes due to the emergence of the theory of multiple intelligences proposed by a psychologist from Harvard University. Intelligence is not limited to formal tests, it's a multidimensional and one's discovery process of competence. Multiple Intelligences is a theory of intelligence pioneered by a psychologist from Harvard University who shows that everyone is intelligent and tends to have intelligence among the ten dimensions of intelligence. In Islam (al Qur'an) multiple intelligences is actually already put forward various developments about intelligence and various human potential. There are ten dimensions of intelligence put forward by Hardward Gardner namely linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, kinesthetic-physical-kinesthetic, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic, existential and emotional intelligence
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Kishorekumar, Mr A., Mr E. Ezhilarasan, and Mr R. Parthiban. "Intelligent Drone based Personal Assistant using Artificial Intelligence AI." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (April 30, 2018): 1618–21. http://dx.doi.org/10.31142/ijtsrd11482.
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VASYLKIVSKYI, Mikola, Ganna VARGATYUK, and Olga BOLDYREVA. "INTELLIGENT RADIO INTERFACE WITH THE SUPPORT OF ARTIFICIAL INTELLIGENCE." Herald of Khmelnytskyi National University. Technical sciences 217, no. 1 (February 23, 2023): 26–32. http://dx.doi.org/10.31891/2307-5732-2023-317-1-26-32.
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The peculiarities of the implementation of the 6G intelligent radio interface infrastructure, which will use an individual configuration for each individual subscriber application and flexible services with lower overhead costs, have been studied. A personalized infrastructure consisting of an AI-enabled intelligent physical layer, an intelligent MAC controller, and an intelligent protocol is considered, followed by a potentially novel AI-based end-to-end (E2E) device. The intelligent controller is investigated, in particular the intelligent functions at the MAC level, which may become key components of the intelligent controller in the future. The joint optimization of these components, which will provide better system performance, is considered. It was determined that instead of using a complex mathematical method of optimization, it is possible to use machine learning, which has less complexity and can adapt to network conditions. A 6G radio interface design based on a combination of model-driven and data-driven artificial intelligence is investigated and is expected to provide customized radio interface optimization from pre-configuration to self-learning. The specifics of configuring the network scheme and transmission parameters at the level of subscriber equipment and services using a personalized radio interface to maximize the individual user experience without compromising the throughput of the system as a whole are determined. Artificial intelligence is considered, which will be a built-in function of the radio interface that creates an intelligent physical layer and is responsible for MAC access control, network management optimization (such as load balancing and power saving), replacing some non-linear or non-convex algorithms in receiver modules or compensation of shortcomings in non-linear models. Built-in intelligence has been studied, which will make the 6G physical layer more advanced and efficient, facilitate the optimization of structural elements of the physical layer and procedural design, including the possible change of the receiver architecture, will help implement new detection and positioning capabilities, which, in turn, will significantly affect the design of radio interface components. The requirements for the 6G network are defined, which provide for the creation of a single network with scanning and communication functions, which must be integrated into a single structure at the stage of radio interface design. The specifics of carefully designing a communication and scanning network that will offer full scanning capabilities and more fully meet all key performance indicators in the communications industry are explored.
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Seknun, Faqih, and Mahatir Afandi Attamimi. "IMPLEMENTASI TEORI KECERDASAN MAJEMUK (MULTIPLE INTELLIGENCES) DALAM MENINGKATKAN KOMPETENSI PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM." Journal of Education and Culture 2, no. 2 (June 30, 2022): 132–42. http://dx.doi.org/10.58707/jec.v2i2.295.
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This research is using mixed method (qualitative facilitated by quantitative). The writer using observation, interview, documentation, and questionnaireto collect data. The results of this research has shown that Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject inSMP Negeri 14 Ambon is greatly achieved.Proven with all activities like learning process and extracurricular programsin schools is already supported and developed the ninth intelligences. Although in developing process not all of that intelligences can perfectly achieved and not all of that intelligences has achieved at the same time. The ninth intelligencesis linguistic-verbal intelligence, mathematic-logic intelligence, visual-spacial intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and existencialspiritual intelligence. The supporting factors of Multiple Intelligences Theory issuficientinfrastructure facilities and teachers, good interaction within teacher and student,andgreat cooperation with public. Otherwise the obstacle factors of Multiple Intelligences Theory is less participation from parents, busy teacher, less information about intraschool competition’s events and the variance levels of student intelligences.
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Husnah, Ziadatul. "MULTIPLE INTELLIGENCE BASED-EDUCATION Mewujudkan Indonesia sebagai Bangsa Para Juara." Al-Mudarris (Jurnal Ilmiah Pendidikan Islam) 1, no. 2 (April 8, 2019): 51–65. http://dx.doi.org/10.23971/mdr.v1i2.1030.
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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
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Damirchi, Qader Vazifeh, Gholamreza Rahimi, and Hossein Seyyedi. "THE ROLE OF WORKER'S MULTIPLE INTELLIGENCES ON THEIR PRODUCTIVITY IN CULTURAL INSTITUTIONS OF MOGHAN." Australian Journal of Business and Management Research 01, no. 07 (February 10, 2012): 42–50. http://dx.doi.org/10.52283/nswrca.ajbmr.20110107a04.
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The main focus of this study is Cultural Institutions of Moghan region in Iran. The theory of multiple intelligences was developed in 1983 by Howard Gardner. He suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are linguistic intelligence, logical intelligence, spatial intelligence, bodily intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence and Naturalist intelligence. The purpose of this research is surveying of relationship between multiple intelligences and productivity of Cultural Institutions workers in Moghan. The methodology of study is descriptive and analytical study. Data collection instrument was a questionnaire that its reliability was confirmed by Crohn Bach’s alpha and library studies. The results show that, there is a relationship between multiple intelligences and productivity of Cultural Institutions workers in Moghan.
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Makrufi, Anisa Dwi, and Muhammad Risydan Arum Bagas Prihatno. "The Multiple Intelligences Dimension In Indonesia`s Religious Education." Al-Hayat: Journal of Islamic Education 4, no. 2 (August 24, 2020): 138. http://dx.doi.org/10.35723/ajie.v4i2.107.
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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.
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Tandoc, Juanito, and Jerbel Mae Garnadozo. "Multiple Intelligences and Level of Mental Ability in Language Learning." International Journal of Linguistics, Literature and Translation 5, no. 4 (March 31, 2022): 32–41. http://dx.doi.org/10.32996/ijllt.2022.5.4.5.
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Several research studies on Mental Ability found that students used multiple intelligences in language learning and in acquiring language skills to improve their proficiency. In this study, the researchers established the possess multiple intelligences of the 1st and 2nd year Civil Engineering students and their level of mental ability in language learning using a descriptive-correlational design. Furthermore, the researchers aimed to determine the relationship between multiple intelligences and level of mental ability in terms of language learning. The results of the study indicated that the 1st and 2nd Civil Engineering possess multiple intelligences. These are linguistic intelligence, spatial intelligence, logical intelligence, body kinesthetic intelligence, music intelligence, interpersonal intelligence, and intrapersonal intelligence. The study also found that the respondents are great at language learning.
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Syaikhu, Ach. "Strategi Pembelajaran Berbasis Multiple Intelligences." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 2, no. 2 (December 16, 2020): 59–75. http://dx.doi.org/10.36835/au.v2i2.416.
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Education is one indicator that creates civilized humans. Every human being has basic intelligence that is owned. Where the basic intelligence describes the essence of self or self-wholeness. Without one of these intelligences, a person cannot become a complete and integrated person. Those basic intelligence are: IQ (Intellectual Intelligence), SQ (Spiritual Intelligence), EQ (Emotional Intelligence), and PQ (Physique Intelligence). The learning process is very important as seen by the role of teacher. When the learning process takes place, there is a process of teaching and learning. But this process is not necessarily going well. As for some of the goals that the author wants to achieve in this paper, among others are: 1) To find out what multiple intelligences are 2) To find out a learning strategy based on multiple intelligences. 3) To find out the teaching strategy for multiple intelligences. From this paper, the author hopes that educators will truly be able to master the multiple intelligences that exist in their students. For this reason, teachers must use Multiple Intelligences Research (MIR) to determine the tendency of students' intelligence.
Pendidikan merupakan salah satu indikator keberhasilan menciptakan manusia yang beradab. Setiap manusia memiliki kecerdasan dasar yang pasti dimiliki. Dimana kecerdasan dasar tersebut menggambarkan hakikat diri atau keutuhan diri. Tanpa salah satunya seseorang tidak dapat menjadi pribadi yang utuh dan terintegrasi. Kecerdasan dasar tersebut yaitu kecerdasan IQ (Intellectual Intelligence), SQ (Spiritual Intelligence), EQ (Emotional Intelligence), dan PQ (Physique Intelligence). Proses pembelajaran sangat penting yang dipengaruhi peran guru didalamnya. Ketika proses pembelajaran berlangsung ada proses guru mengajar dan siswa belajar. Tetapi belum tentu proses ini berjalan dengan baik. Adapun beberapa tujuan yang ingin penulis capai dalam tulisan ini, antara lain 1) Untuk mengetahui apa itu kecerdasan jamak (multiple intelligences) 2) Untuk mengetahui strategi pembelajaran berbasismultiple intelligences. 3) Untuk mengetahui strategi mengajar multiple intelligences. Dari tulisan ini, Penulis memiliki harapan untuk para pendidik agar benar-benar mampu menguasai kecerdasan jamak yang ada pada peserta didiknya. Untuk itu, guru harus menggunakan Multiple Intelligences Research (MIR) guna mengetahui kecenderungan kecerdasan peserta didik.
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Racle, Gabriel. "Une intelligence ou des intelligences ? (suite)." Communication et langages 73, no. 1 (1987): 78–103. http://dx.doi.org/10.3406/colan.1987.994.
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Hamzah Ali Abdullah Al- Khawaldeh, Hamzah Ali Abdullah Al Khawaldeh. "The extent to which the university district teachers in Jordan practice multiple intelligences in the classroom and its relationship to some variables: مدى ممارسة معلمي لواء الجامعة في الأردن للذكاءات المتعددة داخل الغرفة الصفية وعلاقة ذلك ببعض المتغيرات." مجلة المناهج وطرق التدريس 1, no. 2 (February 27, 2022): 1–20. http://dx.doi.org/10.26389/ajsrp.c061221.
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The study aimed to identify the extent to which the university district teachers in Jordan practice multiple intelligences in the classroom and its relationship to some variables. To achieve the objectives of the study, a scale of (36) items was developed distributed on (8) intelligences from the theory of multiple intelligences, namely (linguistic intelligence, logical intelligence, spatial intelligence, physical intelligence, musical intelligence, social intelligence, and personal intelligence. The study sample consisted of (200) male and female teachers from government schools in the University Brigade Directorate, and the results of the study revealed the following: The study sample consisted of (200) male and female teachers of government schools in the Directorate of the University Brigade, and the study revealed that the degree to which teachers of the University Brigade in Jordan practice multiple intelligences in the classroom came with high degrees, as follows: logical intelligence, social intelligence, personal intelligence, linguistic intelligence and physical intelligence And spatial intelligence, with the exception of musical intelligence, which got an average degree. As well as the absence of statistically significant differences due to the effect of the gender of the teacher in all fields and in the total degree except for linguistic intelligence, and the differences came in favor of females. In addition to the absence of statistically significant differences due to the effect of academic qualification in all fields and in the total degree except for personal intelligence, and the differences came in favor of the bachelor's degree. The study recommended that attention should be given to holding courses on the theory of multiple intelligences to familiarize teachers with the importance of practicing them in the classroom.
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Thambu, Nadarajan, Harun Joko Prayitno, and Gamal Abdul Nasir Zakaria. "Incorporating Active Learning into Moral Education to Develop Multiple Intelligences: A Qualitative Approach." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 1 (April 20, 2020): 17–29. http://dx.doi.org/10.23917/ijolae.v3i1.10064.
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Recognizing and nurturing all the varieties of human intelligences is essential for exploring the talents of students and enabling their identification of multiple intelligences. Studies have suggested that eliciting the maximum potential of intelligences leads to students' success in their academic and future careers. The literature has shown that incorporating active learning into the teaching and learning of moral education to develop multiple intelligences is limited. Accordingly, this study aims to discover the various intelligences that exist among moral education students through the active learning method. Active learning implies that all learners are provided with time and assistance to realize their potential. In this regard, multiple intelligence theory is used as the theoretical framework for defining, understanding, developing, and estimating the various intelligences that students have. The research design for this study is the qualitative method. A total of fourteen students from two schools were chosen as research participants. Data were collected through observation, focus group interviews, and journal entries. These findings reveal that using the active learning method in moral education can develop students’verbal linguistic intelligence, logical–mathematical intelligence, musical intelligence, spatial intelligence, bodily kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, and naturalistic intelligence. Integration and internalization of the eight intelligences into active learning holistically will shape the personality and character of students in social life.
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Reinaldo, G., A. Andi, and V. Ong. "Intellectual intelligence and emotional intelligence of project manager." IOP Conference Series: Earth and Environmental Science 907, no. 1 (November 1, 2021): 012022. http://dx.doi.org/10.1088/1755-1315/907/1/012022.
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Abstract Intellectual and emotional intelligences are two important competences of project managers for the success or failure of a construction project. This study aims to investigate how often project managers utilize these two intelligences in running their project. It will also take a look the intelligence that construction personnel expect more from their project manager. The research was conducted by distributing questionnaires to construction personnel that were working on ongoing projects. The results show that the project managers use both intellectual and emotional intelligences, with mean values of 4.20 and 4.12 respectively. Meanwhile, results from analytical hierarchy process analyses portray that the project team members expect the project managers to exhibit emotional intelligence more than intellectual intelligence with weight of 66.40% and 33.60% respectively. The study also conducts several analyses by using respondents’ and project managers’ general information.
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Alma Eka Rakhmawati, Muhamad Rizki Mubarok, and Dede Indra Setiabudi. "ANALISIS KECERDASAN MAJEMUK PADA BUKU AJAR SISWA KELAS III KURIKULUM 2013." Jurnal Riset sosial humaniora, dan pendidikan 1, no. 1 (July 18, 2022): 1–10. http://dx.doi.org/10.56444/soshumdik.v1i1.68.
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This study aims to: 1) describe the multiple intelligences seen in student activities in the third grade 2013 curriculum; and 2) explain the development of multiple intelligences that have not been seen in student activities in the textbooks for class III students of the 2013 curriculum. The research conducted is included in the type of qualitative research. The data collection method used is literature study and discussion with colleagues. The results of the analysis of the thematic book for class III Objects Around Me 2013 curriculum that aspects of multiple intelligences have not been raised or developed as a whole. This can be seen in sub-theme 1 of intelligence that appears more dominant, namely linguistic intelligence and interpersonal intelligence, while intelligence that is not at all raised is naturalist intelligence. In sub-theme 2, visual-spatial intelligence and interpersonal intelligence are dominantly developed, and musical intelligence is not developed at all. Meanwhile, the 3 intelligence sub-themes that often appear are linguistic intelligence and intrapersonal intelligence, besides that musical intelligence has not yet been raised. And sub-theme 4 has visual-spatial intelligence and interpersonal intelligence that are often raised in student activities, the intelligence that is still lacking and has not been raised is musical intelligence. So that the results of the study can be concluded that in general the activities contained in the class III curriculum 2013 textbooks are able to develop eight intelligences.
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Al – Qamash, Mustafa N. "The Multiple Intelligences Relationships with Some Demographic Variables among a Sample of Students with Learning Difficulties." Journal of Educational and Psychological Studies [JEPS] 6, no. 2 (June 1, 2012): 59–75. http://dx.doi.org/10.53543/jeps.vol6iss2pp59-75.
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This study aims to find out the multiple intelligences among a sample of students with learning difficulties from their own perspective. The sample consisted of 220 students from fourth, fifth, and sixth primary grades in the directorate of education of the greater Amman area. For the purposes of the study, the researcher developed a multiple intelligences assessment tool with 72 items. The tool validity and reliability were estimated and showed acceptable validity and reliability. The findings indicated that social intelligence was the most prevalent, then visual-spatial intelligence, naturalist intelligence, existential intelligence, linguistic intelligences, logical mathematical intelligence, musical intelligence, and interpersonal. The least prevalent was sense of intelligence adynamic. The results also showed differences (p ≤ 0.05) in the prevalence of multiple intelligences of the students with learning disabilities due to sex in favor of females. Also, the results showed differences in the prevalence of multiple intelligences among students with learning disabilities due to the type of learning difficulty.
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Al – Qamash, Mustafa N. "The Multiple Intelligences Relationships with Some Demographic Variables among a Sample of Students with Learning Difficulties." Journal of Educational and Psychological Studies [JEPS] 6, no. 2 (June 1, 2012): 59. http://dx.doi.org/10.24200/jeps.vol6iss2pp59-75.
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This study aims to find out the multiple intelligences among a sample of students with learning difficulties from their own perspective. The sample consisted of 220 students from fourth, fifth, and sixth primary grades in the directorate of education of the greater Amman area. For the purposes of the study, the researcher developed a multiple intelligences assessment tool with 72 items. The tool validity and reliability were estimated and showed acceptable validity and reliability. The findings indicated that social intelligence was the most prevalent, then visual-spatial intelligence, naturalist intelligence, existential intelligence, linguistic intelligences, logical mathematical intelligence, musical intelligence, and interpersonal. The least prevalent was sense of intelligence adynamic. The results also showed differences (p ≤ 0.05) in the prevalence of multiple intelligences of the students with learning disabilities due to sex in favor of females. Also, the results showed differences in the prevalence of multiple intelligences among students with learning disabilities due to the type of learning difficulty.
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Ahmad, Zubair. "Artificial Intelligence or Augmented Intelligence?" International Journal of Science and Research (IJSR) 12, no. 12 (December 5, 2023): 1782–88. http://dx.doi.org/10.21275/sr231212220052.
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Hasanah, Uswatun. "PENGEMBANGAN KECERDASAN JAMAK PADA ANAK USIA DINI." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 4, no. 1 (January 16, 2017): 1. http://dx.doi.org/10.21043/thufula.v4i1.1938.
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<p>Multiple intelligences development in early childhood is a learning process that will be developed by early childhood educators in the implementation of learning educators who want to teach a subject matter, then the educators to teach in accordance with the trend of learning styles of learners. Because in one classroom there are some students who each have different intelligences. This research on multiple intelligence development in early childhood.</p><p> </p><p>The purpose of this study were (1) to determine the definition of multiple intelligences; (2) to determine the types of multiple intelligences; (3) to implement learning activities focused on the development of intelligence plural (multiple intelligences).</p><p> </p><p>This paper use a qualitative approach (library research). It try to gain an understanding of the holistic about the problems being faced by the reality (Sugiyono (2010: 1). The method of this study appeared as a paradigm shift in looking at reality or phenomena or symptoms.</p><p> </p><p>Every school should be able to develop intelligence potential of each child. Paradigm of intelligence and child's success is only assessed on IQ or mark, whereas the concept of multiple intelligences is, Howard Gardner argues that each student is intelligent. And intelligence is not just one, but plural. The type rather than the multiple intelligences include, among others: (1) Intelligence of logic or mathematics is the intelligence in terms of numbers and logic. ; (2) The language or linguistic intelligence is the intelligence of word processing, or the ability to use words effectively both orally and in writing. ; (3) visual-spatial intelligence is one part of the plural intelligence which is closely linked to the ability to visualize images; (4) musical intelligence is the ability to handle musical forms; (5) Physical intelligence is an intelligence which currently use are capable of doing great movements, such as running, dancing .; (6) The naturalist intelligence is the expertise to identify and categorize the species (flora and fauna) in the surrounding neighborhood .; (7) intrapersonal intelligence is the ability of ourselves to think reflectively; (8) Interpersonal intelligence is to think by communicating with others; (9) an existential intelligence is the ability to feel and appreciate the variety of spiritual experiences on the appropriate lesson or understanding of faith in God.</p>
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Haru, Emanuel. "Memahami Teori Inteligensi Ganda Howard Gardner Dan Aplikasinya Dalam Proses Pembelajaran Di Sekolah Dewasa Ini." Jurnal Alternatif Wacana Ilmiah Interkultural 1, no. 2 (April 11, 2021): 93–106. http://dx.doi.org/10.60130/ja.v1i2.21.
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Howard Gardner is well-known because of his multiple intelligences theory. According to him, there are many kinds of intelligences. At least, there are nine kinds of intelligences. And all these intelligences owned by everyone with different grade/ quality. Commonly, people proud when his/ her intelligence quotient (IQ) is high. And people think that the high intelligence quotient (IQ) is the main guarantee to reach the successful. Actually, one’s successful not only determined by intelligence quotient (IQ), but by all these intelligences. In this case, we must know what benefit of knowing the various intelligences in ourselves. Especially, it is important for a teacher to know all kinds of intelligences in his/ her students. Thus, in learning process, a teacher not only pay attention to a certain intelligence (such as intelligence quotient), but he/ she also has to pay attention to many kinds of intelligences. By this way, a teacher accomodate all students in exploring their capabilities.
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Samad Umarella, Mahatir Afandi Attamimi,. "IMPLEMENTATION OF THE THEORY MULTIPLE INTELLIGENCES IN IMPROVE COMPETENCE OF LEARNERS ON THE SUBJECTS OF ISLAMIC RELIGIOUS EDUCATION IN SMP NEGERI 14 AMBON." al-Iltizam: Jurnal Pendidikan Agama Islam 4, no. 1 (June 24, 2019): 73. http://dx.doi.org/10.33477/alt.v4i1.817.
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The purpose is to discover about Implementation Of Multiple
Intelligences Theory to increase the ability of student in Islamic education’s
subject of SMP Negeri 14 Ambon and to discover about supporting and
obstacle factors of Implementation Of Multiple Intelligences Theory to
increase the ability of student in Islamic education’s subject of SMP Negeri
14 Ambon. This research is using mixed method (qualitative facilitated by
quantitative). The writer using observation, interview, documentation, and
questionnaire to collect data. The results of this research has shown that
Implementation Of Multiple Intelligences Theory to increase the ability of
student in Islamic education’s subject of SMP Negeri 14 Ambon is greatly
achieved. Proven with all activities like learning process and extracurricular
programs in schools is already supported and developed the ninth
intelligences. Although in developing process not all of that intelligences can
perfectly achieved and not all that intelligences has achieved at the same
time. The ninth intelligencesis linguistic-verbal intelligence, mathematiclogic
intelligence, visual-spacial intelligence, kinesthetic intelligence,
musical intelligence, interpersonal intelligence, intrapersonal intelligence,
and existencial spiritual intelligence. The supporting factors of Multiple
Intelligences Theory is suficient infrastructure facilities and teacher, good
interaction within teacher and student, and great cooperation with public.
Otherwise the obstacle factors of Multiple Intelligences Theory is less
participation from parents, busy teacher, less information about intraschool
competition’s events and the variance levels of student intelligences.
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Muhammad Romli and Ficky Dewi Ixfina. "Implementasi Model Project based learning Sebagai Upaya Mengembangkan Multiple Intelligences Siswa." Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora 3, no. 3 (August 31, 2023): 254–69. http://dx.doi.org/10.55606/khatulistiwa.v3i3.2148.
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This research is motivated by the statement that every human being has multiple intelligences called multiple intelligences, meaning that every human being has their own superior intelligence. This intelligence should be developed in schools. Unfortunately, not all teachers know the right method to develop this intelligence. Therefore, the purpose of this study is to find out what aspects of multiple intelligences develop during the implementation of project based learning at MI Al Fithrah Surabaya and the implications of implementing project based learning. The implementation of Project based learning learning is only limited to gadget addiction material which is carried out in class 3C MI Al Fithrah Surabaya. The research approach used is descriptive qualitative with the case study method. The instruments used were observation, interviews and documentation. The results showed that during the implementation of project based learning learning all aspects of students' multiple intelligences developed, namely logical mathematical intelligence, linguistic intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, visual spatial, except for existential intelligence which was not develop. Mathematical logical intelligence and linguistic intelligence can develop very well. In addition, the impact of the implementation of the project based learning learning model is that there are five products produced by students, namely: Madasi Medicine (Siri Leaf Eyes), Gadget Addiction Danger Videos, Puppet Games, Wormat (Tomato Carrots), Gadget Diet Benefit Posters, as well as increased academic and non-academic achievements of students.
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Fadhil, Muhammad, and Yeny Prastiwi. "INDICATORS OF MULTIPLE INTELLIGENCE THEORY IN THE KARATE KID MOVIE (2010): PSYCHOLOGY EDUCATION." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 8, no. 1 (June 29, 2024): 244–55. http://dx.doi.org/10.30743/ll.v8i1.9182.
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This research aimed to identify and analyze the indicators of multiple intelligence theory as depicted in the movie The Karate Kid (2010). The researchers employed a documentation method for data collection and applied Howard Gardner's theory of multiple intelligences, proposed in 1983, to validate their findings. To introduce innovative approaches for enriching educational materials, the study also reviewed previous research on multiple intelligence theory. Utilizing a descriptive qualitative methodology, the research thoroughly examined the movie’s content. The results indicated that six out of Gardner's nine intelligence indicators were illustrated in various scenes: spatial (visual) intelligence, musical (audio) intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence. These findings underscore the diverse ways in which multiple intelligences can be represented and recognized within cinematic narratives, providing a valuable framework for educational and psychological applications. The research highlights the potential of films like The Karate Kid as effective tools for demonstrating and teaching the principles of multiple intelligences, thereby enriching educational practices and supporting holistic development.
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Neto, Félix. "Gender differences in estimates of reversal motivational intelligences for self and others: A replication in Brazil." Anales de Psicología 35, no. 1 (December 24, 2018): 68–74. http://dx.doi.org/10.6018/analesps.35.1.302131.
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This research approached gender differences in self- and other-estimated overall, reversal motivational intelligences and beliefs about intelligence in Brazil. The sample comprised 174 (96 women and 78 men) students. Participants answered a survey where they estimated their parents’, partners’ and own overall and the eight reversal motivational intelligences. They also evaluated six factors about intelligence. Men assessed their overall intelligence higher than women. By contrast, women provided greater self-estimates of alloic mastery and alloic sympathy intelligences than men. Women and men did not differ in estimates of partner and of parental reversal motivational intelligences. Respondents rated their father as more intelligent than their mothers. In general, respondents evaluated themselves as more intelligent than their parents. Fathers have been rated as more intelligent than mothers on overall intelligence. Telic and conformist intelligences were significant predictors of overall intelligence. Factor analysis of the eight reversal motivational intelligences evidenced a unidimensional structure. Most of respondents did not believe in gender differences in intelligence. The results are discussed taking into account the extant literature in the field.
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Mulyani, Novi. "Fenomena sindrom nomophobia dan dampaknya terhadap kualitas kecerdasan majemuk pada anak usia dini." Yinyang: Jurnal Studi Islam Gender dan Anak 18, no. 1 (June 1, 2023): 139–64. http://dx.doi.org/10.24090/yinyang.v18i1.8029.
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This study reveals the impact of nomophobia syndrome on the quality of early childhood multiple intelligences in students at R.A. Perwanida Tamansari Karanglewas Banyumas. The research method used is descriptive qualitative by relying on data sourced from research informants through interview, observation, and documentation techniques. The main informants in this study were six students and their parents who were determined by purposive sampling. The findings of this study are (1) Nomophobia syndrome in students at RA Perwanida Tamansari Karanglewas was not found in its entirety. However, based on existing qualitative indicators, it can be classified into two types, namely students who have the potential to have nomophobia syndrome and students who have symptoms that lead to nomophobia syndrome; (2) The dominant multiple intelligences in students at R.A. Perwanida Tamansari Karanglewas there are six intelligences, namely spiritual intelligence, language intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence and logical-mathematical intelligence. The six intelligences are seen when students carry out school activities either through routine activities, spontaneous activities, or exemplary activities; and (3) The impact of nomophobia syndrome on students at RA Perwanida Tamansari Karanglewas on three children's multiple intelligences, namely, first, students who are potentially affected by the nomophobia syndrome do not see a significant impact on their language, kinesthetic and interpersonal intelligence. Second, students who lead to mild symptoms of nomophobia syndrome seem to have an impact on language intelligence and interpersonal intelligence. As for kinesthetic intelligence, it looks pretty good.
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Hidayah, Rofik Andi. "PENGEMBANGAN MULTIPLE INTELLIGENCES MELALUI PEMBELAJARAN KREATIF DI RUMAH KREATIF WADAS KELIR (RKWK) KELURAHAN KARANGKLESEM RT 07/05 KECAMATAN PURWOKERTO SELATAN KABUPATEN BANYUMAS." Jurnal Penelitian Agama 16, no. 2 (September 10, 2015): 267–82. http://dx.doi.org/10.24090/jpa.v16i2.2015.pp267-282.
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Abstract: The results of this paper indicate that the implementation of the development of multiple intelligences in the Wadas Kelir Creative House (RKWK) is done through creative learning, ie leaming-based games to develop children's creativity in accordance with the potential of intelligence has, especially 5 (five) intelligence developed, namely language intelligence (linguistic-verbal), numbers intelligence (logical-mathematical), picture intelligence (visual-spatial), body intelligence (kinesthetic), and musical intelligence. However, other intelligence such as social-interpersonal intelligence, self-reflection intelligence (intrapersonal) and naturalistic intelligence also can not be neglected in leaming activities and become an integral part in it. The workleaming products children were sent to the media and exhibited and performed in a particular activity or event.
Keywords: Multiple Intelligences, Creative Leaming, Rumah Kreatif Wadas Kelir (RKWK).
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Fitri, Rahmadhani, Ganda Hijrah Selaras, Rika Andima, Rizki Rahman Putra, Resti Fevria, and Indra Hartanto. "Multiple Intellegences of Social Sciences and Linguistics Students Grade X Crossing Biology Interest." Bioeducation Journal 3, no. 2 (December 31, 2019): 101–12. http://dx.doi.org/10.24036/bioedu.v3i2.241.
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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.
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Husnaini, M., Ahmad Syauqi Fuady, and Irnie Victorynie. "Multiple Intelligence in the Perspective of the Qur'an." Indonesian Journal of Islamic Education Studies (IJIES) 3, no. 2 (December 28, 2020): 141–59. http://dx.doi.org/10.33367/ijies.v3i2.1358.
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This is a qualitative-descriptive analytic research aims to explore cues in the Qur'an that describe the concept of multiple intelligences. In Islam, the Qur’an is a complete guide for life. Indeed, many books that talk about multiple intelligences. However, there hasn’t been a book that specifically explain multiple intelligences according to the perspective of the Qur’an. This qualitative research used a literature review (research library)—data obtained through a literary approach in library data collection. The data were then analyzed using a thematic interpretation approach (maudhu'i). The results of this study: (1) deep linguistic intelligence-Nisa: 82, Al-Baqarah: 171, Al-An'am: 50, Ali Imran: 7; (2) Logical-mathematical intelligence in Al-Waqiah: 58-59, Al-Insan: 2, Ar-Ra'du: 3, Al-Anbiya: 30, An-Nur: 43; (3) visual-spatial intelligence in Ar-Ra'du: 3, Qaf: 7-8; (4) kinesthetic intelligence in Al-Baqarah: 219, Yasin: 68; (5) musical intelligence in Asy-Syuara: 221-227; (6) intrapersonal intelligence in Adz-Dzariyat: 21, Al-Baqarah: 44, Yasin: 62, Al-Mulk: 10; (7) interpersonal intelligence in Ar-Rum: 21, Al-Baqarah: 76, Ali Imran: 118; (8) naturalist intelligence in Al-Baqarah: 164, An-Nahl: 11, An-Nahl: 69, Al-Ghasyiyah: 17; (9) existentialist intelligence in Yunus: 24, Az-Zumar: 42, Al-Baqarah: 269. Researchers suggest educational institutions should add new insights regarding their learning strategies with multiple intelligences, especially those whose source of inspiration is the Qur'an and to other researchers should examine concept of musical intelligence, interpersonal intelligence, and naturalist intelligence perspective of the Qur’an
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Lin, Yulan, and Qingsheng Lu. "An Investigation on the Multiple Intelligences of English Major Undergraduates in a University in Jiangxi Province." Studies in Linguistics and Literature 4, no. 4 (October 30, 2020): p131. http://dx.doi.org/10.22158/sll.v4n4p131.
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The Multiple Intelligences theory is composed of eight various intelligence, which concludes all aspects of human beings. Every individual has a different degree of these eight intelligences, but these eight intelligences are conducive to the overall development of persons and are in line with the current talent training goals of college English majors. So as to make better use of Multiple Intelligences theory in college English majors’ teaching, this paper did a survey of multiple intelligences to English major students in a university of Jiangxi Province. The results reveal that the level of multiple intelligences of English majors in the university is in a general state, and their weaknesses intelligence and superior intelligence are music intelligence and naturalist intelligence respectively. What’s more, the results provide three aspects of enlightenments for a better use of Multiple Intelligences for further college teaching: based on students’ current multiple intelligences; make use of students’ learning styles and learning strategies; enable students to get overall development. It is hoped that the article could offer some inspiration to current teaching of English majors in universities, and also provide some new ideas for better use of the teaching method guided by the theory of Multiple Intelligences.
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bin Salim bin Abdullah AL-KAHALI, Dr Khalfan. "THE PREVALENCE OF MULTIPLE INTELLIGENCES IN BASIC EDUCATION TEACHERS AND ITS ASSOCIATION WITH VARIOUS FACTORS WITHIN THE SULTANATE OF OMAN." International Journal of Humanities and Educational Research 06, no. 02 (April 1, 2024): 442–63. http://dx.doi.org/10.47832/2757-5403.25.26.
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The study aimed to identify the multiple intelligences of teachers of basic education schools and their relationship to some variables in the Sultanate of Oman and to identify the differences according to the variables of gender،experience and educational qualification. The study sample consisted of (200) male and female teachers. The researcher used the descriptive method، where the researcher applied a questionnaire as a data collection tool consisting of (66) items distributed in eight axes: linguistic intelligence, personal intelligence, logical mathematical intelligence, social intelligence، spatial intelligence, musical intelligence, natural intelligence, motor physical intelligence. To answer the study questions، the researcher used the analysis of arithmetic averages and standard deviations. The results of the study showed that the most prevalent types of intelligence among teachers of basic education schools were in descending order (spatial intelligence, social intelligence, natural intelligence, logical intelligence, physical intelligence، linguistic intelligence، musical intelligence). The results of the study also showed that the most prevalent types of multiple intelligences among (male) teachers of basic education schools. It came in descending order (natural intelligence, spatial intelligence, linguistic intelligence، personal intelligence, logical mathematical intelligence, motor musical intelligence, social intelligence، motor physical intelligence), and the results of the study also showed that the most prevalent types of multiple intelligence prevalent among (female) teachers of basic education schools were in descending order (spatial intelligence, personal intelligence، social intelligence, motor physical intelligence, logical intelligence، linguistic intelligence، natural intelligence، kinetic musical intelligence). The results of the study also showed that there
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Altan, Mustafa Zülküf. "The Theory of Multiple Intelligences and values education." Pegem Eğitim ve Öğretim Dergisi 1, no. 4 (December 1, 2011): 53–57. http://dx.doi.org/10.14527/c1s4m6.
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Howard Gardner's theory of Multiple Intelligences has a potential to change all of our conceptions about the abilities of human beings from top to bottom. Gardner's main aim in this theory is to prove that intelligence is not a single construct and human beings possess at least seven distinct intelligences independent from each other. Gardner (1999) in his work of Intelligence Reframed: Multiple Intelligences for the 21st Century emphasizes that one of our aims in the new century will not only bring these different intelligences together and use in harmony but also to question how to bring intelligence and the morality together in order to help different people come together to live in happiness and peace to create a better world. This perspective leads us to think of the existence of a new intelligence. Things we witnessed in the 20th century and have been witnessing in the 21st century convince us about the importance and how much we are in need of discussing the existence of the Moral Intelligence. This article advocates the existence of the Moral Intelligence which Gardner and his friends have difficulty in defining and value education can be studied under the umbrella of the theory of Multiple Intelligences focusing on the Moral Intelligence.
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Cabral, Angelo Miguel R., Fernando Manuel P. O. Carvalho, and Jose Antonio V. Ferreira. "EMOTIONAL INTELLIGENCE AND CULTURAL INTELLIGENCE IN TOP MANAGEMENT OF INTERNATIONAL SMES." EURASIAN JOURNAL OF BUSINESS AND MANAGEMENT 8, no. 3 (2020): 240–65. http://dx.doi.org/10.15604/ejbm.2020.08.03.007.
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The psychological characteristics of international firms’ decision-makers are of major importance in an increasingly borderless business world. Cultural intelligence (CQ) and emotional intelligence (EI) endow individuals with critical abilities to interact in multicultural environments. Given the scarcity of empirical studies, this research studies the relationship between CQ and EI and their dimensions respectively. This study focuses on the decisionmakers of international micro, small and medium-sized enterprises. The sample is composed of 307 international top managers. Constructs convergent and discriminant validities were verified and the relationship between them was assessed. Despite difference, the two intelligences are significantly related. In relation to their dimensions, significant relationships emerged as well significant emotional predictors of cultural intelligence. According to the results, the two intelligences emerged as important related capabilities within international top managers. We attested that in international business contexts, cultural and emotional intelligences are important and related capabilities.
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Aulia, Fatimah Ihza, and Ika Kurniasari. "Student's Error Analysis In Solving Definite Integral Problem Based On Multiple Intelligences." MATHEdunesa 11, no. 1 (January 30, 2022): 320–27. http://dx.doi.org/10.26740/mathedunesa.v11n1.p320-327.
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One of the factors that students perform errors in solving mathematic problem is student’s intelligence. Gardner mentioned there are eight types of multiple intelligences, there are linguistic, logical mathematical, kinesthetic, musical, spatial, interpersonal, intrapersonal and naturalistic. Student’s error can be analyzed using Newman’s error analysis which contains five types of errors, there are reading error, comprehension error, transformation error, process skill error, and encoding error. This research is descriptive qualitative research which aims to describe the types of student’s error in solving definite integral based on multiple intelligences. The subjects of this research are three grade XII senior high school students in Sidoarjo whom have intelligences related to mathematic, there are logical mathematical intelligence, linguistic intelligence and spatial intelligence. Data was collected by giving multiple intelligences test, definite integral problems and interview. Data analysis technique are data reduction, data presentation and data verification. The result of this research showed that: (1) students with logical mathematical intelligence perform transformation error, process skill error and kesalahan encoding error; (2) students with linguistic intelligence perform reading error, comprehension error, transformation error, process skill error and encoding error; (3) students with spatial intelligence perform reading error, transformation error and encoding error.
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Lailatul Kasanah and Siti Mufarochah. "Menumbuhkan Kecerdasan Spiritual Pada Anak Usia Dini Melalui Kisah-Kisah Tauladan di Masa New Normal." AT-THUFULY : Jurnal Pendidikan Islam Anak Usia Dini 1, no. 2 (May 30, 2021): 90–99. http://dx.doi.org/10.37812/atthufuly.v1i2.565.
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The pandemic period teaches teachers to continue to guide and teach with the aim that early childhood development can be optimal both physically and psychologically, Children are the greatest deposit given by the creator, therefore early childhood also has extraordinary intelligence, there are 3 intelligences that possessed by children, namely brain intelligence (IQ), emotional intelligence (EQ), and spiritual intelligence (SQ). but spiritual intelligence that makes children able to balance the three intelligences. Spiritual intelligence is intelligence that makes a person whole, because there is a conscience that will guide him. There are many ways that can be done so that children can increase their spiritual intelligence, including telling all the role models that our religion has, especially stories about the prophet Muhammad. The giving of this example is done online
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Abidin, Zainal. "PENGEMBANGAN KECERDASAN MAJEMUK (MULTIPLE INTELLIGENCES) DI MADRASAH." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 2 (December 30, 2017): 120. http://dx.doi.org/10.32332/elementary.v3i2.832.
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Intelligence isn’t black and white there are some aspects of human intelligences not just one only. At least, there are nine types of human intelligence called multiple intelligences. Nine types of intelligence is very affecting the success of a person in the competition of life. This paper will discuss the strategy of developing multiple intelligences in madrasah as one of the Islamic educational institutions. In the reality of educational practice in madrasah shows that the priciple of multiple intelligence has long been alpied througth several materials integrated with each other. The development of potential learners in madrasah has long been developed in the several aspect of emotional, intellctual, spiritual, social and individuality intelligence in accordance with the principles of Islamic teaching.
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Rotnitsky, Irina, Roman Yavich, and Nitza Davidovitch. "Learners’ Heterogeneity, Dominant Intelligences, and the Effects of Originality and Innovation in Entrepreneurship." International Journal of Higher Education 12, no. 6 (November 27, 2023): 116. http://dx.doi.org/10.5430/ijhe.v12n6p116.
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This study examines the association between the heterogeneity of groups of learners, specifically in terms of dominant intelligences, and the novelty and originality of their learning projects in an entrepreneurship project, based on Gardner’s multiple intelligence theory. The main predictors of product novelty and originality were found to be motivation for learning and the number of dominant intelligences in a group. Findings also indicate that the recommended composition of intelligences for groups of learners in the field of entrepreneurship is a combination of bodily-kinesthetic intelligence, intrapersonal intelligence, mathematical-logical intelligence, and musical-rhythmic intelligence. Findings may have implications for entrepreneurship education and for teaching, learning and project assessment practices, with teachers implementing diverse teaching strategies directed at the needs of different learners.
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Rosady, Imron. "Humanist Learning With Multiple Intelligences Strategy On Religious Education." FALASIFA : Jurnal Studi Keislaman 13, no. 2 (October 31, 2022): 134–43. http://dx.doi.org/10.62097/falasifa.v13i2.1049.
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Learning in Islamic education is very important in the application of learning with multiple intelligences in Islamic Religious education learning. The learning planning document is called a lesson plan, there is multiple intelligences research at the time of acceptance of new students to find out their intelligence, students are grouped based on their respective intelligence. The implementation of multiple intelligences in Islamic religious education learning in schools has been carried out well. The lesson plan has been owned by the religious education teacher before the lesson is carried out. The main basis for teachers in making lesson plans for religious education learning is the linguistic intelligence of students by adjusting all learning activity plans with linguistic intelligence indicators. The implementation of the multiple intelligences linguistics strategies in religious education learning has been carried out with learning activities that are adapted to the linguistic intelligence of students, both activities at the beginning of learning such as apperception, warner, and scene setting, core activities are presented with methods that are following linguistic intelligence, and activities at the end of the lesson.
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Hotimah, Nur, and Yanto Yanto. "Peran Orang Tua Dalam Meningkatkan Kecerdasan Spiritual Anak Usia Dini." Indonesian Journal of Learning Education and Counseling 1, no. 2 (February 12, 2019): 85–93. http://dx.doi.org/10.31960/ijolec.v1i2.66.
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Spiritual intelligence is someone's intelligence in giving meaning. Spiritual intelligence is more important than emotional intelligence and intellectual intelligence. Because spiritual intelligence is a driving force for other intelligences. Therefore, this intelligence must be increased so that it can develop and can be a driving force for other intelligences. To improve spiritual intelligence, it should start as early as possible even since the child is still in the womb, this intelligence has begun to be planted. In this case, of course, the roles and skills of parents determine the process of improving children's spiritual intelligence. Because parents are the first educators for children. This study uses the library research method. The purpose of this study was to find out how the roles and steps of parents in improving children's spiritual intelligence and what factors are supporting in increasing children's spiritual intelligence. The results of this study indicate that in an effort to improve children's spiritual intelligence, parents are the main role. Both his role as an educator, as a role model, as a motivator and as a giver of love. Because in the process there are many obstacles and factors that affect children's spiritual intelligence.
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Bratko, Denis, Martina Pocrnić, and Ana Butković. "Twins assessing their own and parental intelligence: Examining the raters’ agreement and the effect of raters’ and targets’ gender." Europe’s Journal of Psychology 16, no. 2 (May 29, 2020): 229–48. http://dx.doi.org/10.5964/ejop.v16i2.1853.
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The goal of this study was to explore the raters’ agreement and the effect of raters’ and targets’ gender on self- and parental intelligence assessments in the sample of Croatian twins. Twins were asked to assess their own and their parents’ overall intelligence, as well as specific abilities from the Gardner’s theory of multiple intelligences. Data was analysed to explore: i) twins’ agreement in parental assessments and behavioural genetic analysis of the overall intelligence estimates; ii) gender differences in self- assessments; and iii) raters’ and targets’ gender effects on parental assessments. The twins’ mean correlation in their assessments of overall parental intelligence was .60. The differences between monozygotic and dizygotic twin correlations were nonsignificant for all of the estimated abilities, and model fitting analysis indicates that hypothesis about genetic effect on parental assessment of intelligence should be rejected. The hypotheses about males’ higher self-assessments for overall intelligence and for the masculine types of abilities - logical-mathematical, body-kinesthetic and spatial abilities - were confirmed. For the feminine types of abilities - verbal/linguistic, inter- and intra- personal intelligences - there were no significant gender effects. Both target and rater effect were found for the parental estimates of intelligence. Fathers were estimated higher on overall intelligence, logical-mathematical, body-kinesthetic and spatial abilities, while mothers were estimated higher on interpersonal and intrapersonal intelligence. The effect of the raters’ gender was found for overall intelligence as well as for inter- and intra- personal intelligences, where males gave higher estimates of parental intelligences than females.
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Al Hosni, Afraa Ali, and Rayya Salim Al-Manthari. "Multiple Intelligences among Ninth-Grade Students in the Sultanate of Oman." World Journal of Education 11, no. 2 (April 16, 2021): 15. http://dx.doi.org/10.5430/wje.v11n2p15.
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This study aimed to examine the multiple intelligences among the ninth-grade students in the North Al Batinah Governorate in the Sultanate of Oman. The study sample contained 112 randomly selected students. For the purposes of this study, the researchers designed two multiple intelligences scales, consisting of the eight types of intelligences: linguistic-verbal, visual-spatial, logical-mathematical, interpersonal, naturalistic, bodily-kinesthetic, intrapersonal, and rhythm-musical. Each type of intelligence includes 8 descriptive items, with a total of 64 items for the whole scale. The results showed that the first, second, and third ranks came in favor of interpersonal intelligence, mathematical-logical, and visual-spatial, respectively, among students in general, whereas the results also revealed that interpersonal intelligence, logical-mathematical, and naturalistic were ranked in the first three ranks among male students. The interpersonal intelligence, visual-spatial intelligence, and the mathematical-logic intelligence were ranked in the first three places, respectively, among the female students. The results showed there are statistically significant differences at the 0.05 significance level between the arithmetic means of students in multiple intelligences due to the gender variable in favor of women in each of the visual-spatial and intrapersonal intelligences. Based on the findings of the study, a number of recommendations were proposed, most notably the following: Applying multiple intelligences scales at the beginning of each academic year, classifying students according to their intelligence to build and implement lesson plans in light of these classifications, preparing educational curricula in light of students’ multiple intelligences to take into account the differences between them, diversifying the learning environments according to the intelligence differences among students, conducting diagnostic studies for the prevalent multiple intelligences among all students in all classes and educational stages, and engaging in studies that test the effectiveness of employing the theory of multiple intelligences and its educational applications in developing language and intrapersonal skills and enhancing academic achievement.
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Mujib, Mujib. "Penjenjangan Kemampuan Berpikir Kritis Matematis Berdasarkan Teori Bloom Ditinjau Dari Kecerdasan Multiple Intelligences." Desimal: Jurnal Matematika 2, no. 1 (January 31, 2019): 87–103. http://dx.doi.org/10.24042/djm.v2i1.3534.
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This study aims to see how the mathematical model of critical thinking skills is based on Bloom theory in terms of Multiple Intelligences intelligence, namely Students have Linguistic Intelligences, Logical-Mathematical and Spatial Intelligence Intelligence. The research method used is descriptive qualitative. Subjects taken in this study were using purpose sampling techniques. Data collection techniques used are tests, questionnaires, observation and interviews. Data analysis was carried out in a qualitative descriptive manner. Each Multiple Intelligences intelligence is capable of observing, understanding, applying, analyzing, evaluating and creating. Based on the tests and interviews the characteristics seen are at the stage of observing, understanding and applying. Not able to analyze, evaluate and be creative. Students who have a tendency to Linguistic Intelligence Intelligence processes the process of critical thinking mathematically has the stages of Lower Order Thinking (LOT). Students who have Spatial Intelligence Intelligence stages of critical thinking skills are mathematical, namely at the stage of observing, understanding, applying analysis and evaluation. At the stage of creation, the characteristics of students are not able. Students who have a tendency for Spatial Intelligence intelligence in the process of mathematical critical thinking skills at the level of Middle Order Thinking (MOT). Students who have the type of Logical-mathematical Intelligence Intelligence stage of critical thinking ability that is the stage of observing, understanding, applying, analyzing, evaluating, and developing. Students who have the type of Logical-mathematical Intelligence tendencies in the process of mathematical critical thinking abilities at the stages of Higher Order Thinking (HOT).
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Ardiansyah, Ardiansyah. "MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI." Musawa: Journal for Gender Studies 13, no. 1 (June 30, 2021): 106–33. http://dx.doi.org/10.24239/msw.v13i1.742.
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The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.
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Ardiansyah, Ardiansyah, and Moh. Alamsyah. "MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI." Musawa: Journal for Gender Studies 13, no. 1 (June 30, 2021): 106–33. http://dx.doi.org/10.24239/msw.v13i1.746.
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The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.
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Aydoğan, Hakan, and Azamat Akbarov. "SUBJECTIVE ASSESSMENTS OF MULTIPLE INTELLIGENCES AMONG BOSNIAN AND TURKISH STUDENTS." Problems of Education in the 21st Century 67, no. 1 (October 25, 2015): 7–16. http://dx.doi.org/10.33225/pec/15.67.07.
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General intelligence is a good predictor of academic achievement. However, according to Howard Gardner, there are several types of intelligence. They have to be considered in the educational context because education requires various skills and abilities to be employed so that students could be successful. The main aim of our study was to examine subjective assessments of multiple intelligences among adolescents as well as to investigate possible gender differences. The questionnaire called ''Subjective assessment of multiple intelligences'' (SAMI) was applied, which serves us to collect data from the targeted sample of 162 participants in Bosnia and Herzegovina. Firstly, the results showed non-significant gender differences. Secondly, only verbal/linguistic ability significantly correlated with the age of participants. Lastly, almost all correlational coefficients calculated between different types of intelligence were statistically significant. For example, subjective assessment of logical/ mathematical intelligence correlated with intrapersonal abilities/skills, verbal/linguistic intelligence correlated with visual/spatial intelligence, and musical abilities correlated with visual/spatial intelligence as well. Key words: multiple intelligences, subjective assessment, gender differences, Bosnian students.
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Swami, Viren, Adrian Furnham, and Susan Zilkha. "Estimates of Self, Parental, and Partner Multiple Intelligence and their Relationship with Personality, Values, and Demographic Variables: A Study in Britain and France." Spanish journal of psychology 12, no. 2 (November 2009): 528–39. http://dx.doi.org/10.1017/s1138741600001906.
Full textAbstract:
In the present study, 151 British and 151 French participants estimated their own, their parents' and their partner's overall intelligence and 13 ‘multiple intelligences.’ In accordance with previous studies, men rated themselves as higher on almost all measures of intelligence, but there were few cross-national differences. There were also important sex differences in ratings of parental and partner intelligence. Participants generally believed they were more intelligent than their parents but not their partners. Regressions indicated that participants believed verbal, logical-mathematical, and spatial intelligence to be the main predictors of intelligence. Regressions also showed that participants' Big Five personality scores (in particular, Extraversion and Openness), but not values or beliefs about intelligence and intelligences tests, were good predictors of intelligence. Results were discussed in terms of the influence of gender-role stereotypes.
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Tezel, Kadir Vefa. "Are Prospective English Teachers Linguistically Intelligent?" International Journal of Higher Education 6, no. 5 (September 22, 2017): 88. http://dx.doi.org/10.5430/ijhe.v6n5p88.
Full textAbstract:
Language is normally associated with linguistic capabilities of individuals. In the theory of multiple intelligences, language is considered to be related primarily to linguistic intelligence. Using the theory of Multiple Intelligences as its starting point, this descriptive survey study investigated to what extent prospective English teachers’ high school education contributed to the development of linguistic intelligence which is essential for language teachers. The data were collected, using the Teele Inventory of Multiple Intelligences. The results showed that of the seven intelligences in the inventory, linguistic intelligence was not the most dominant intelligence of the participants. Variables such as the type of high school the students graduated from, the number of years of English learning, and gender did not have any effect on the linguistic intelligence scores of prospective English teachers either. The findings indicate that a change in the criteria of selection needs to be made in admitting prospective language teachers to universities.
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Afyuddin, Moh Sholeh, Rena Rafidania, and Ivan Fajriyanur. "ARABIC LEARNING BASED ON MULTIPLE INTELLIGENCE AT MARKAZ ARABIYA." Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab 11, no. 1 (July 9, 2023): 128–41. http://dx.doi.org/10.24952/thariqahilmiah.v11i1.7614.
Full textAbstract:
Learning aims to influence students, which is known by changes in behavior, knowledge, and mastery of certain competencies. Learning in a group cannot be avoided from the individual differences of the students. There are several psychological theories that studied the individual differences of students, including the theory of multiple intelligences. One of the educational institutions that apply the concept of multiple intelligences is Markaz Arabiya for Arabic Language. The concept of multiple intelligences is able to classify individual tendencies, so that it can accommodate the intelligence of students in developing Arabic language skills. The research problem is about how is the learning Arabic based on multiple intelligences at Markaz Arabiya for Arabic Language? This research is a qualitative research with descriptive analysis type and uses observation, interviews, and documentation as data collection techniques. The data analysis uses reduction, presentation, and conclusions. The results and findings of this study state that Arabic language learning based on multiple intellegencies at Markaz Arabiya can be seen in integration with four main learning activities: 1) interviews and observations of new students at the beginning of learning, in order to identify their type of intelligence, 2) planning made by identifying certain types of intelligence that can be applied in learning activities, 3) the learning process that uses various methods and student-centered with the principles of learning by doing, and 4) evaluation through written tests to measure stundets’ knowledge and skills tests to measure the ability to apply their knowledge in certain tasks. Several types of intelligence appear to be integrated in a series of learning processes, such as linguistic intelligence, mathematical logic, spatial, musical, kinesthetic, interpersonal, intrapersonal and naturalist intelligence. However, among those the several intelligences, linguistic intelligence, mathematical logic, kinesthetic and interpersonal intelligence, are the most dominant intelligences.