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Angela, Nidia, Edi Hendri Mulyana, and Dadan Nugraha. "PERKEMBANGAN KECERDASAN INTRAPERSONAL ANAK USIA DINI KELOMPOK B TK NEGERI PEMBINA KOTO BARU KECAMATAN KUBUNG KABUPATEN SOLOK." JURNAL PAUD AGAPEDIA 3, no. 1 (July 21, 2020): 38–47. http://dx.doi.org/10.17509/jpa.v3i1.26666.
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ABSTRACT Some professional studies show that intrapersonal intelligence is one of the important intelligenceswhichto be owned and developed for the students besidethe other intelligences. Considering the importance of it, the education world should be aware about the importance of intrapersonal intelligence besides the other intelligences. The purpose of this study is to find out the intrapersonal intelligence development of children at Group B Pembina state kinderkarten Koto Baru Kubung district Solok regency. And to know the intrapersonal intelligence development of children in the self-discipline aspect, self-confidence, responsibility, expressing activities and capability to improve themselves. By using purposive sampling technique obtained data to be studied there are 15 child. The method of this research is descriptive method with qualitative approach. After analyzing the collected data, it shows that the intrapersonal intelligence development of children at group B Pembina state kinderkarten Koto Baru Kubung district Solok Regency is very good development level (BSB), because, from 15 researched childrens there are 8 childrens who achieve very good development (BSB), 5 children who achieve according to the expectations development (BSH), and 2 children with achievement levels began to grow (MB). ABSTRAK Berbagai kajian para ahli menunjukkan bahwa kecerdasan intrapersonal merupakan suatu bentuk kecerdasan yang penting dimiliki dan dikembangkan pada diri peserta didik disamping kecerdasan lainnya. Mengingat pentingnya hal tersebut, dunia pendidikan ini harus menyadari akan pentingnya kecerdasan intrapersonal disamping kecerdasan yang lainnya. Tujuan penelitian ini adalah untuk mengetahui perkembangan kecerasan intrapersonal anak kelompok B TK Negeri Pembina Koto Baru Kecamatan Kubung Kabupaten Solok. Dan untuk mengetahui perkembangan kecerdasan intrapersonal anak dalam aspek mandiri, disiplin, percaya diri, tanggungjawab, mangekspresikan kegiatan dan mampu memperbaiki diri. Dengan menggunakan teknik puposive sampling didapatkan data yang akan diteliti ada 15 orang anak. Metode yang digunakan adalah metode deskriptif dengan pendekatan kualitatif. Setelah dilakukan analisis terhadap data yang terkumpul diketahui bahwa perkembangan kecerdasan intrapersonal anak kelompok B TK Negeri Pembina Koto Baru berada pada tingkat pencapaian berkembang sangat baik (BSB), kerena dari 15 orang anak yang diteliti terdapat 8 orang anak yang berada pada tingkat pencapaian berkembang sangat baik (BSB), 5 orang anak yang berada pada tingkat pencapaian berkembang sesuai harapan (BSH), dan 2 orang anak dengan tingkat pencapaian mulai berkembang (MB).
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Nisa, Ulfatun, and Rini Setianingsih. "Kemampuan Komunikasi Matematis Siswa Dalam Menyelesaikan Soal Statistika Ditinjau Dari Kecerdasan Intrapersonal dan Interpersonal." JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS 3, no. 2 (January 19, 2021): 89. http://dx.doi.org/10.26740/jppms.v3n2.p89-100.
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Abstrak — Kemampuan komunikasi matematis dalam belajar matematika sangat dibutuhkan oleh siswa karena melalui komunikasi, siswa dapat mengekspresikan ide-ide atau pikiran mereka tentang matematika secara lisan ataupun tulisan. Sementara itu, ada perbedaan kecerdasan siswa, salah satunya kecerdasan intrapersonal dan interpersonal, yang memungkinkan adanya beberapa perbedaan kemampuan komunikasi tulis dan lisan mereka dalam menyelesaikan soal statistika. Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa dalam menyelesaikan soal statistika berdasarkan tingkat kecerdasan intrapersonal dan interpersonal yang dimiliki oleh siswa. Instrumen yang digunakan dalam penelitian ini adalah angket kecerdasan intrapersonal dan interpersonal, soal tes kemampuan komunikasi matematis, dan wawancara. Subjek dalam penelitian ini adalah empat siswa, dengan satu siswa diantaranya memiliki kecerdasan intrapersonal dan interpersonal kategori tinggi, satu siswa memiliki kecerdasan intrapersonal tinggi namun kecerdasan interpersonal rendah, satu siswa dengan tingkat kecerdasan intrapersonal rendah namun kecerdasan interpersonal tinggi, dan satu siswa lainnya memiliki tingkat kecerdasan yang rendah pada intrapersonal dan interpersonal. Pengelompokan kecerdasan interpersonal dan intrapersonal ditentukan melalui skor pada instrumen pengukuran kecerdasan intrapersonal dan interpersonal masing-masing siswa. Keempat siswa tersebut diberikan tes kemampuan komunikasi matematis untuk memperoleh data kemampuan komunikasi matematis. Berdasarkan deskripsi dan hasil analisis dalam penelitian ini, menunjukkan bahwa kecerdasan intrapersonal dan interpersonal dapat mempengaruhi siswa saat menyelesaikan soal statistika. Oleh karena itu penting bagi siswa dan guru untuk mengetahui kemampuan komunikasi matematis agar dapat meningkatkan pemahaman dan kemampuan dalam menyelesaikan soal statistika.Kata Kunci: Kemampuan Komunikasi Matematis, Soal Statistika, Kecerdasan Intrapersonal dan InterpersonalAbstract — Mathematical communication skills are needed by students in learning mathematics because through communication, students can express their ideas or thoughts about mathematics in writing or orally. Meanwhile, there are differences in student intelligence, one of which is intrapersonal and interpersonal intelligence, which allows for some differences in their written and verbal communication skills in solving statistical problems. This study aims to describe the mathematical communication skills of students in solving statistical problems based on the level of intrapersonal and interpersonal intelligence possessed by students. The instruments used in this study were intrapersonal and interpersonal intelligence questionnaires, mathematical communication skills test questions, and interviews. The subjects in this study were four students, one student with high intrapersonal and interpersonal intelligence, low students with low intrapersonal and interpersonal intelligence, one student with low intrapersonal and high interpersonal intelligence, and one student with low intrapersonal and interpersonal intelligence. The grouping of intrapersonal and interpersonal intelligence is determined through each student's intrapersonal and interpersonal intelligence questionnaire. The four students were given a mathematical communication ability test to obtain data on mathematical communication skillsBased on the description and analysis results in this study, it shows that intrapersonal and interpersonal intelligence can influence students when solving statistical problems. Therefore it is important for students and teachers to know the mathematical communication skills in order to improve understanding and ability to solve statistical problems.Keywords: Mathematical Communication Skills, Statistics Questions, Intrapersonal and Interpersonal Intelligence
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Moran, Seana. "Purpose: giftedness in intrapersonal intelligence." High Ability Studies 20, no. 2 (December 2009): 143–59. http://dx.doi.org/10.1080/13598130903358501.
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Vetrivel, Dr V. "Employees Personality of Intrapersonal and Interpersonal on Emotional Intelligence." International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (December 31, 2018): 582–85. http://dx.doi.org/10.31142/ijtsrd19043.
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Sahidun, Nurfitri, and Radjiman Ismail. "PENINGKATAN KECERDASAN INTRAPERSONAL DAN KECERDASAN INTERPERSONAL MELALUI METODE BERMAIN PERAN DI KELOMPOK B PAUD TITIAN KASIH." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, no. 2 (December 13, 2019): 13. http://dx.doi.org/10.33474/thufuli.v1i2.4897.
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The aims of this research to know the increased of children intrapersonal intelligence and interpersonal intelligence through role playing methods. Respondents of the research involved of 20 children from group B at PAUD Titian Kasih. The method of this research consists by Kemmis and Taggart model. The score of data were analyzed by using quantitative and qualitative approach. The results of data indicate that interpersonal intelligence and intrapersonal intelligence of children have increased, based on the first cycle, it can be seen that children's interpersonal intelligence and intrapersonal intelligence have increased by 10.37%, in the pre-test the average the class average was 41.33 or 46.96% and in the first cycle it became 46 or 57.33%. In the second cycle of interpersonal intelligence and intrapersonal intelligence of children has increased by 22.59%. In the second cycle the children obtained an average score of 64.47 or 79.92%. The conclusions are the score of interpersonal intelligence and intrapersonal intelligence of children increases from pre-research to first cycle and from first cycle to second cycle, the implementation of the role playing method in teaching and learning gives children the opportunity to explore various intelligence possessed by children, especially intelligence interpersonal intelligence and intrapersonal intelligence.
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Siregar, Maulina, Abdul Hasan Saragih, and R. Mursid. "PENGARUH STRATEGI PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR IPS." Jurnal Teknologi Pendidikan (JTP) 14, no. 1 (April 3, 2021): 75. http://dx.doi.org/10.24114/jtp.v14i1.24176.
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Abstrak: Penelitian bertujuan untuk mengetahui pengaruh hasil belajar IPS dengan startegi pembelajaran NHT dan STAD, mengetahui pengaruh hasil belajar IPS terhadap kecerdasan interpersonal dan intrapersonal, mengetahui adanya interaksi antara strategi pembelajaran dan kecerdasan ganda terhadap hasil belajar IPS. Populasi penelitian siswa kelas XI SMK Negeri 1 Meranti. Sampel penelitian siswa kelas XI yang terdiri dari 2 kelas. Teknik pengambilan sampel adalah cluster random sampling. Metode penelitian menggunakan desain eksperimen semu dengan faktor 2 × 2. Teknik analisis data yang digunakan adalah ANOVA dua jalur dengan taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa: Prestasi belajar IPS siswa yang diajar dengan strategi pembelajaran NHT lebih tinggi daripada siswa yang diajar dengan Strategi Pembelajaran STAD;Prestasi belajar siswa yang memiliki kecerdasan interpersonal lebih tinggi daripada siswa yang memiliki kecerdasan intrapersonal; dan terdapat interaksi antara strategi pembelajaran NHT dan strategi pembelajaran STAD dan kecerdasan berganda (kecerdasan intrapersonal dan interpersonal) terhadap prestasi belajar IPS siswa. Berdasarkan nilai rata-rata siswa memberikan indikasi bahwa kelompok siswa yang memiliki kecerdasan interpersonal akan lebih baik diajar dengan menggunakan strategi pembelajaran NHT dan siswa yang memiliki kecerdasan intrapersonal akan lebih baik diajar dengan menggunakan strategi pembelajaran STAD. Kata Kunci: strategi pembelajaran, kecerdasan ganda, ilmu pengetahuan sosial Abstract: This study aims to determine the effect of social studies learning outcomes with NHT and STAD learning strategies, to determine the effect of social studies learning outcomes on interpersonal and intrapersonal intelligence, to determine the interaction between learning strategies and multiple intelligences on social studies learning outcomes. The research population of the XI grade students of SMK Negeri 1 Meranti. The research sample of class XI students consisted of 2 classes. The sampling technique was cluster random sampling. The research method used a quasi-experimental design with a factor of 2 × 2. The data analysis technique used was two-way ANOVA with a significance level of α = 0.05. The results showed that: The social studies learning achievement of students who were taught with the NHT learning strategy was higher than students who were taught with the STAD Learning Strategy; The learning achievement of students who had interpersonal intelligence was higher than students who had intrapersonal intelligence; and there is an interaction between NHT learning strategies and STAD learning strategies and multiple intelligences (intrapersonal and interpersonal intelligence) on students' social studies learning achievement. Based on the average score of students, it indicates that groups of students who have interpersonal intelligence will be better taught using the NHT learning strategy and students who have intrapersonal intelligence will be better taught using the STAD learning strategy. Keywords: learning strategy, multiple intelligence, social science
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Siregar, Maulina, Abdul Hasan Saragih, and Julaga Situmorang. "PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF NUMBERED HEAD TOGETHER DENGAN STUDENT TEAMS ACHIEVEMENT DIVISION DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR IPS." Jurnal Teknologi Pendidikan (JTP) 12, no. 1 (September 9, 2019): 75. http://dx.doi.org/10.24114/jtp.v12i1.14504.
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Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar kelompok siswa yang diajar dengan menggunakan strategi pembelajaran NHT lebih tinggi daripada siswa yang diajar dengan menggunakan strategi pembelajaran STAD; (2) kelompok siswa yang memiliki kecerdasan interpersonal memperoleh hasil belajar IPS lebih tinggi dibandingkan dengan kelompok siswa yang memiliki kecerdasan intrapersonal; dan (3) interaksi antara strategi pembelajaran NHT dan strategi pembelajaran STAD dan kecerdasan ganda (kecerdasan intrapersonal dan kecerdasan interpersonal) terhadap hasil belajar IPS. Metode yang digunakan dalam penelitian ini adalah metode penelitian eksperimen semu (quasi eksperiment). Hasil penelitian menunjukkan: (1) hasil belajar IPS siswa yang diajar dengan menggunakan strategi pembelajaran NHT (rata-rata 81,95) lebih tinggi dibandingkan hasil belajar siswa yang diajarkan dengan strategi pembelajaran STAD (rata-rata 79,10); (2) hasil belajar IPS siswa yang memiliki kecerdasan interpersonal (rata-rata 84,06) lebih tinggi dibandingkan kelompok siswa yang memiliki kecerdasan intrapersonal (rata-rata 77,64); dan (3) terdapat interaksi antara strategi pembelajaran dan kecerdasan ganda tehadap hasil belajar IPS siswa. Kata Kunci: strategi pembelajaran NHT, STAD, kecerdasan ganda, IPS Abstract: This study aims to determine: (1) the learning outcomes of groups of students taught using NHT learning strategies are higher than students taught by using STAD learning strategies; (2) groups of students who have interpersonal intelligence get higher social studies learning outcomes compared to groups of students who have intrapersonal intelligence; and (3) the interaction between NHT learning strategies and STAD learning strategies and multiple intelligences (intrapersonal intelligence and interpersonal intelligence) on social studies learning outcomes. The method used in this research is quasi-experimental research method. The results showed: (1) Social studies learning outcomes of students who were taught using the NHT learning strategy (an average of 81.95) were higher than the learning outcomes of students taught with the STAD learning strategy (an average of 79.10); (2) social studies learning outcomes of students who have interpersonal intelligence (on average 84.06) higher than groups of students who have intrapersonal intelligence (on average 77.64); and (3) there is an interaction between learning strategies and multiple intelligences towards students' social studies learning outcomes. Keywords: NHT learning strategies, STAD, multiple intelligence, social studies
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Biscardi, João Márcio dos Santos, Henrique Rodrigues da Costa, Ricardo Rasmussen Petterle, and Rogério de Fraga. "Learning Preferences and Multiple Intelligences: An Observational Study in Brazilian Studies." Revista Brasileira de Educação Médica 43, no. 3 (July 2019): 134–44. http://dx.doi.org/10.1590/1981-52712015v43n3rb20180169ingles.
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ABSTRACT In recent years, Multiple Intelligences (MI – bodily-kinesthetic, spatial, intrapersonal, interpersonal, linguistic, logical-mathematical, musical, and naturalist) and Learning Preferences (LP – visual, aural, read/write, kinesthetic, and multimodal) have been intensely studied throughout the world. In this context, plenty of tools that evaluate such parameters have been created and later improved over the past decades. Nowadays, the necessity for optimal learning strategies and more individualized teaching continues to rise, reinforcing the importance of identifying individual strengths and cognitive preferences. Objectives to analyze the distribution of MI – and how they influence one another – and LP in medical students at the Federal University of Paraná (UFPR), Brazil. The results could lead to improvements in the educational setting. Methods a descriptive cross-sectional study involving UFPR medical students of all 12 semesters, who were analyzed through questionnaires with regard to both their MI (“Multiple Intelligences Checklist for Students”) and LP (“Visual, Aural, Read/Write, Kinesthetic – VARK – Questionnaire”). Results a total of 1054 questionnaires were processed (527 students). Intrapersonal (71 ± 10.5), logical-mathematical (69.3 ± 14), and linguistic (68.4 ± 11.8) intelligences predominated, whereas naturalist achieved the lowest mean score (47.3 ± 19.5). Positive correlations were identified between all of the MI. Regarding the LP, the multimodal (42.3%) was the most frequent, followed by visual (21.3%), aural (18.6%), kinesthetic (11.2%), and read/write (6.6%). When both cognitive theories were correlated, the following associations prevailed: visual LP and intrapersonal intelligence; aural LP and interpersonal intelligence; read/write LP and logical-mathematical intelligence; kinesthetic LP and logical-mathematical intelligence; and multimodal preference and intrapersonal intelligence. Conclusions intrapersonal intelligence achieved the highest overall scores, followed by logical-mathematical and linguistic. Naturalist intelligence achieved the lowest scores in terms of semester, cycle, and overall analysis. All MI were positively correlated. Multimodality was the most commonly observed LP, whereas the read/write preference was the least frequent. Correlations initially expected between MI and LP were confirmed. As for future perspectives, it is expected that teachers and education managers adapt current teaching strategies in order to meet the students’ preferences. Together, MI and LP indicate that the focus should not rely on how smart a given person is, but in which ways.
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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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Azid, Nurulwahida Hj, and Aizan Yaacob. "Enriching Orphans’ Potentials through Interpersonal and Intrapersonal Intelligence Enrichment Activities." International Journal of Instruction 9, no. 1 (January 10, 2016): 17–32. http://dx.doi.org/10.12973/iji.2016.913a.
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Meneviş, Ipek, and Bahire Efe Özad. "Do Age and Gender Influence Multiple Intelligences?" Social Behavior and Personality: an international journal 42, no. 1 (January 1, 2014): 9S—19S. http://dx.doi.org/10.2224/sbp.2014.42.0.s9.
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In the theory of multiple intelligences put forth by Howard Gardner, initially, he classified 7 intelligences (logical, linguistic, musical, visual, kinesthetic, interpersonal, and intrapersonal) and later added another 2 (naturalistic, existential). In this study our aim was to explore whether or not there is a correlation between these 9 intelligence types and individuals' age and gender. We used cluster sampling to select participants for the study from students in grades 10, 11 and 12 at 4 high schools in the Famagusta and Iskele Districts, Northern Cyprus. We used the Multiple Intelligences Inventory and performed independent samples t test and analysis of variance. We found statistically significant differences for verbal, kinesthetic, existential, musical, interpersonal, intrapersonal, and naturalist intelligences according to gender and statistically significant differences for visual, logical, intrapersonal, naturalist, and existential intelligences according to age.
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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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Prisani, Aulia. "Teacher’s Effort In Improving Student Intrapersonal Intelligence Through Student Facilitator And Explaining (SFAE) Method In IPS Learning." International Journal Pedagogy of Social Studies 2, no. 1 (June 7, 2017): 136. http://dx.doi.org/10.17509/ijposs.v2i1.8687.
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This study is motivated by the low of students intrapersonal intelligence in IPS learning and still lack of implementation of learning method that can improve students intrapersonal intelligence. The formulation of the problem that will be answered in this study is how the learning plan implemented by the teacher to improve students intrapersonal intelligence through Student Facilitator And Explaining method (SFAE), how the implementation of learning by teachers to improve students intrapersonal intelligence through SFAE method and how the obstacles encountered by teachers in attempt to improve students' intrapersonal intelligence through the SFAE method. The purpose of this study is to describe the efforts of teachers in improving students' intrapersonal intelligence in IPS learning through SFAE method. This study method is descriptive study by using data collecting technique of interview, observation and documentation study. The subjects of this study are IPS teachers and 33 students of class VIII-K. Based on the data obtained, the following results are obtained. First, IPS learning planning using SFAE method has been prepared and prepared by teachers well, teachers are guided by the syllabus and pay attention to RPP components. Second, the implementation of the SFAE method in improving the intrapersonal intelligence goes well, the teacher carries out the learning with respect to the provisions and learning steps in accordance with the SFAE method. Third, the obstacles encountered in applying the SFAE method to improve students 'intrapersonal intelligence are the lack of students' knowledge of the SFAE method and concept maps as well as the limited time available for learning execution. The solution to solve the problem is the teacher should introduce the learning method used, introduce the concept map and manage the learning time effectively.
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Irwansyah, Dodi. "Analisis Kecerdasan Kinestetik, Interpersonal dan Intrapersonal dengan Hasil Belajar Pendidikan Jasmani." Journal of Education, Humaniora and Social Sciences (JEHSS) 1, no. 1 (October 18, 2018): 48–51. http://dx.doi.org/10.34007/jehss.v1i1.7.
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The results of learning physical education of students at Kuta Baro MTsN are very lacking, this is of course there is a connection with kinesthetic intelligence, interpersonal and intrapersonal intelligence. The purpose of this study was to see the relationship between kinesthetic intelligence, interpersonal and intrapersonal with the results of physical education learning students of MTsN Kuta Baro Aceh Besar. This type of correlational research using 175 Baro students MTsN students, while the sample technique uses random sampling taken 15% from 25 people, and data analysis using multiple correlation formulas. The results of the study showed that there was a relationship between kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence with students learning outcomes at Kuta Baro MTsN.
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Ulianta, I. Ketut, Moch Sukardjo, and Priono Priono. "Pengaruh Modul Pembelajaran dan Kecerdsasan Intrapersonal terhadap Hasil Belajar kimia Siswa di SMPN 90 Jakarta." JTP - Jurnal Teknologi Pendidikan 22, no. 1 (April 30, 2020): 25–39. http://dx.doi.org/10.21009/jtp.v22i1.13377.
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This study aims to find out the impact of instructional media and intrapersonal intelligence on the learning outcome of Chemistry course of students of SMP Negeri 90 Jakarta. This study applies experimental method with Treatment by level 2x2 research design. For data collection purposes, this study uses multiple choice test to collect data of the students’ learning outcome and questionnaire to collect data of the students’ intrapersonal intelligence. The result of this study shows that : (1) learning outcome of Chemistry course of the students who were given internet-based instructional media is higher than those who were given module-based instructional media, (2) there is interactional influence between instructional media and intrapersonal intelligence on the learning outcome of Chemistry course of the students, (3) for students who have high intrapersonal intelligence, learning outcome of Chemistry course of the students who were given internet-based instructional media is higher than those who were given module-based instructional media, and (4) there is no significant difference of learning outcome of Chemistry course of students with low intrapersonal intelligence between those who were given internet-based instructional media and those who were given module-based instructional media
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Bayot, Marie, Isabelle Roskam, Laura Gallée, and Moïra Mikolajczak. "When Emotional Intelligence Backfires." Journal of Individual Differences 42, no. 1 (January 2021): 1–8. http://dx.doi.org/10.1027/1614-0001/a000324.
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Abstract. While emotional intelligence is generally associated with positive outcomes, little is known about the specific contribution of its intra- and interpersonal dimensions, even less about their interaction. By taking a variable that a priori involves both dimensions, that is, parenting, this study aimed to examine the possibility that intra- and interpersonal emotional competencies (EC) sometimes interact in such a way that the highest is not always the best. In this study, 842 parents (92% of mothers) completed self-reported measures of EC and parental burnout. Hierarchical multiple regression and moderation analyses showed that the level of intrapersonal EC mainly and negatively predicted parental burnout. On the other hand, the level of interpersonal EC positively predicted parental burnout and moderated the relation between intrapersonal EC and parental burnout. As interpersonal EC increased, the protective effect of intrapersonal EC on parental burnout decreased. Our findings therefore highlight the fact that intra- and interpersonal EC do not always work in a cumulative manner and emphasize the importance of studying intra- and interpersonal EC separately. As mothers were overrepresented in our sample, more data on fathers are needed to further generalize these findings.
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Sholikhati, Rahadian, Mardiyana, and Dewi Retno Sari Saputro. "Students’ thinking level based on intrapersonal intelligence." Journal of Physics: Conference Series 943 (December 2017): 012007. http://dx.doi.org/10.1088/1742-6596/943/1/012007.
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Firdausi, Fitriana, and Aida Hidayah. "KECERDASAN INTRAPERSONAL DAN PENGARUHNYA TERHADAP KEBERHASILAN SANTRI MAHASISWA DALAM MENGHAFAL AL-QUR’AN." Jurnal Studi Ilmu-ilmu Al-Qur'an dan Hadis 19, no. 1 (October 12, 2019): 43. http://dx.doi.org/10.14421/qh.2018.1901-03.
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Memorization of the Quran activities are activities that involve some intelligence in the process. Memorizing of the Quran can be done by anyone, from early childhood to the elderly. The focus of this study is on the process of memorizing of the Quran carried out by student at University. The study focused only on two boarding schools, namely the boarding schools of Krapyak and Kotagede, as boarding schools that have many students who study at University. The main problem is the influence of intrapersonal intelligence in the success of students in the process of memorizing the Quran. Intrapersonal intelligence here is the ability to recognize one’s character and strength. With a good introduction to yourself, the possibility of successfully fulfilling the role of a student as well as a santri who memorizing the Quran is very possible. The results of this study are the higher intrapersonal intelligence of a santri, a higher percentage of success that will be achieved in the process of memorizing the Quran, although several other obstacles may be faced.Keyword: Memorization of the Quran, Intrapersonal Intelligence
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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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Fadillah, Siti. "Pengaruh Strategi Pembelajaran Kooperatif (Cooperatif Learning) dan Kecerdasan Intrapersonal terhadap Perilaku Prososial Anak Usia 5-6 Tahun di Kelurahan Umban Sari Pekanbaru." PAUD Lectura: Jurnal Pendidikan Anak Usia Dini 2, no. 01 (October 31, 2018): 91–102. http://dx.doi.org/10.31849/paudlectura.v2i01.2008.
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Abstrak
Perilaku Prososial adalah perilaku sukarela kepada orang lain yang merupakan keterampilam sosial anak usia dini. Adapun tujuan dari penelitian ini untuk mengetahui apakah terdapat pengaruh pembelajaran kooperatif (cooperatif learning) dan kecerdasan intrapersonal terhadap perilaku prososial pada anak kelompok B taman kanak-kanak di kelurahan umban sari. Metode penelitian ini menggunakan penelitian eksperimen dengan desain treatment by level 2x2t. Populasi adalah seluruh TK di Kelurahan Umban Sari. Sampel dalam penelitian ini adalah TK Dayyinah Kids dengan jumlah anak sebanyak 38 Orang. Teknik pengumpulan sampel menggunakan teknik stratified multistage cluster random sampling. Teknik analisis data menggunakan ANAVA dua jalur. Instrumen yang diguakan adalah lembar observasi kecerdasan intrapersonal. Hasil penelitian yang diperoleh adalah: 1) Perilaku prososial anak yang diberikan strategi pembelajaran kooperatif (cooperatif learning) memiliki pengaruh yang lebih tinggi dari pada pembelajaran yang berpusat pada guru 2) Terdapat pengaruh interaksi antara pembelajaran kooperatif (cooperatif learning) dan kecerdasan intrapersonal terhadap perilaku prososial, 3) Kemampuan prososial anak yang memiliki kecerdasan intrapersonal tinggi yang diberikan pembelajaran kooperatif (cooperatif learning) memiliki pengaruh yang lebih tinggi dari skor perilaku prososial anak yang diberikan pembelajaran dengan strategi berpusat pada guru, 4) Kemampuan prosoial anak yang memiliki kecerdasan intrapersonal rendah yang diberikan strategi pembelajaran berpusat pada guru memiliki pengaruh yang lebih tinggi nilainya dibandingkan dengan perilaku prososial anak yang diberikan pembelajaran kooperatif (cooperatif learning).
Kata Kunci: Strategi Pembelajaran, Pembelajaran Kooperatif (Cooperatif Learning), Kecerdasan Intrapersonal, Kemampuan Sosial
Abstract
Prosocial behavior is voluntary behavior to others as a result of early childhood social skills. The purpose of this study is to determine whether there is an influence of cooperative learning and intrapersonal intelligence on prosocial behavior in children in group B of kindergarten in the village of umban sari. This research method uses experimental research with 2x2t treatment by level design. The population is all kindergartens in Umban Sari Village. The sample in this study was Dayyinah Kids Kindergarten with 38 children. The sample collection technique uses stratified multistage cluster random sampling technique. Data analysis techniques using two-way ANAVA. The instrument used is an intrapersonal intelligence observation sheet. The results obtained are: 1) child prosocial behavior that is given cooperative learning strategies (cooperative learning) has a higher influence than teacher-centered learning 2) There is an effect of interaction between cooperative learning and intrapersonal intelligence on prosocial behavior, 3) Ability prosocial children who have high intrapersonal intelligence who are given cooperative learning (cooperative learning) have a higher influence than the scores of prosocial behavior of children who are given learning with a teacher-centered strategy, 4) prosoial ability of children who have low intrapersonal intelligence given learning strategies centered on The teacher has a higher influence than the prosocial behavior of children who are given cooperative learning.
Keywords: Learning Strategy, Cooperative Learning, Intrapersonal Intelligence, Social
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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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Bintoro, Henry Suryo, and Eka Zuliana. "Penerapan Interactive Multimedia Berbasis Kurikulum 2013 Ditinjau dari Kecerdasan Intrapersonal Siswa Pada Pembelajaran Matematika SD." Kreano, Jurnal Matematika Kreatif-Inovatif 6, no. 2 (December 15, 2015): 121. http://dx.doi.org/10.15294/kreano.v6i2.4683.
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<p>Tujuan penelitian ini untuk mengetahui: (1) apakah penggunaan <em>interactive multimedia</em> pada pembelajaran matematika berbasis kurikulum 2013 menghasilkan prestasi belajar matematika yang lebih baik daripada pembelajaran konvensional? (2) manakah yang memberikan prestasi belajar matematika yang lebih baik, antara siswa-siswa yang mempunyai kecerdasan intrapersonal tinggi, sedang, dan rendah? (3) apakah terdapat interaksi antara pembelajaran matematika dan kecerdasan intrapersonal siswa terhadap prestasi belajar matematika? Populasi dalam penelitian ini adalah siswa kelas V SD Negeri kecamatan Kota Kabupaten Kudus tahun pelajaran 2014/2015. Pemilihan sampel dengan cara <em>cluster random sampling</em>, diperoleh siswa kelas V SD 1 Muhammadiyah sebagai kelas eksperimen dan siswa kelas V SD 1 Gondangmanis sebagai kelas kontrol. Kelas eksperimen diajar menggunakan <em>interactive multimedia</em> berbasis kurikulum 2013, sedangkan kelas kontrol diajar dengan pembelajaran konvensional. Data diperoleh dengan metode angket untuk mengamati kecerdasan intrapersonal siswa dan metode tes untuk menentukan prestasi belajar matematika siswa yang kemudian dianalisis dengan analisis variansi dua jalan 2 x 3. Hasil penelitian adalah (1) Pembelajaran matematika menggunakan <em>interactive</em> <em>multimedia</em> berbasis kurikulum 2013 menghasilkan prestasi belajar matematika yang lebih baik daripada dengan pembelajaran konvensional, (2) Kecerdasan intrapersonal yang lebih tinggi menghasilkan prestasi belajar matematika yang lebih baik daripada kecerdasan intrapersonal yang lebih rendah, dan (3) Perbedaan prestasi dari masing-masing pembelajaran matematika konsisten pada masing-masing tingkat kecerdasan intrapersonal dan perbedaan prestasi belajar dari masing-masing tingkat kecerdasan intrapersonal konsisten pada masing-masing pembelajaran matematika.</p><em>The purpose of this research was to determine: (1) whether the use of interactive multimedia based curriculum in 2013 mathematics learning resulted mathematics achievement in a better than conventional learning? (2) Which gives mathematics learning achievement better, between students who have intrapersonal intelligence high, medium, and low? (3) whether there is an interaction between mathematics and intrapersonal students' mathematics achievement? The population in this research were students of class V Elementary School Kudus City District school year 2014/2015. Selection of sample by random cluster sampling, obtained by fifth grade students of SD 1 Muhammadiyah as an experimental class and fifth grade students of SD 1 Gondangmanis as the control class. Experimental class taught using interactive multimedia-based curriculum in 2013, while the control class was taught by conventional learning. Data obtained by the questionnaire method to observe the students' intrapersonal intelligence and the test method to determine the learning achievement of the students then analyzed with two-way analysis of variance 2 x 3. The results of the study are (1) Learning math using interactive multimedia-based curriculum in 2013 resulted in the achievement of learning mathematics better than with conventional learning, (2) Intelligence intrapersonal higher yield learning achievement better than intrapersonal intelligence are lower, and (3) The difference in the achievement of each learning of mathematics is consistent at each level of intrapersonal intelligence and differences in learning achievement of each level of intrapersonal intelligence consistently on each of the learning of mathematics.</em>
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Sellars, Maura. "Intelligence for the 21st Century: A Discussion of Intrapersonal and Emotional Intelligences." International Journal of Learning: Annual Review 15, no. 2 (2008): 79–88. http://dx.doi.org/10.18848/1447-9494/cgp/v15i02/45635.
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Komala, Komala. "THE EFFECTIVENESS OF LEARNING PROGRAMS THROUGH BOY-BOYAN GAME TO DEPELOVE INTERPERSONAL AND INTRAPERSONAL INTELLIGENCE OF KINDERGARTEN STUDENTS KINDERGARTEN." Journal Of Educational Experts (JEE) 1, no. 1 (January 8, 2018): 51. http://dx.doi.org/10.30740/jee.v1i1p51-58.
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The objectives of this research is to know the effectiveness of learning program through Boy-boyan Game (traditional game from West Java Indonesia) to develope interpersonal and intrapersonal intelegency of PHBS Kindergarten and NEO Mahardika Kindergarten students (TK). This research is motivated by the discovery of the potential development of interpersonal and intrapersonal intelligence of Kindergarten students which is not well developed and it’s need to be developed optimally by implementing learning programs Boyboyan game. To formulate the framework program and finding data as material preparation program, so in this study used quantitative approach with quasi experimental methods used against children in group B PHBS and NEO Mahardika that is consisting 20 students as control group 20 students as experiment group. The procedure consists of pre-field research, the implementation of the study, data analysis and reporting the result .Based on the research the researcher found the following result: First, the development of interpersonal and intrapersonal intelligence of kindergarten appeared to vary for each children. Second, the learning program found that the learning program through the traditional game formulations include: rational, goals, objectives and scopes. Third, learning programs through traditional games have a positive effectiveness to improve interpersonal and intrapersonal development of early childhood, from the average obtained that the average experimental group is greater than the control group. It means that interpersonal and intrapersonal intelligence grouped experiment better than the control group or in other words the treatment in the experimental group in the form of learning through traditional games effective in improving interpersonal and intrapersonal intelligence of children. Based on the findings of the above the recommendation of this research is aimed to teachers of kindergarten should enhance the program in accordance with the curriculum related to the themes of learning certain to develop learning activities both theoretical study and practical for children, so that children are able to develop intelligence prominent/dominant in him. For further research should apply the kind of game where the more dominant towards the development of a child's intelligence so that it will appear to optimally increase interpersonal or intrapersonal intelligence of children.
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Freudenthaler, H. Harald, Aljoscha C. Neubauer, and Ursula Haller. "Emotional Intelligence." Journal of Individual Differences 29, no. 2 (January 2008): 105–15. http://dx.doi.org/10.1027/1614-0001.29.2.105.
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Based on our previous research on intrapersonal and interpersonal emotional management abilities (EMA; Freudenthaler & Neubauer, 2005 , 2007 ), the present study examined the effects of instruction (TP: typical performance vs. MP: maximum performance) on EMA scores, using a within-subjects design (n = 151). In addition, the relations of TP-EMA and MP-EMA to sex, cognitive intelligence, and personality traits, as well as indicators of well-being, were tested. Results showed not only lower means but also higher reliabilities in the TP condition than in the MP condition. While women outperformed men in interpersonal EMA in both instruction conditions, men scored higher than women on intrapersonal TP-EMA. As expected, only MP-EMA were significantly correlated with cognitive intelligence. In contrast, TP-EMA showed more overlap with personality and were also substantially related to life satisfaction and depression. Most of the correlations between TP-EMA and predicted outcome measures remained significant when sex, personality (Big Five), and cognitive intelligence were controlled for. In sum, the findings provide further evidence of the importance to distinguish between typical and maximum performance in research on emotional intelligence measures and their application.
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Zhao, Fang, Ling Deng, and Linzi J. Kemp. "Interrelationships between Cultural Intelligence Dimensions and the Role of Intrapersonal Intelligence." Journal of General Management 38, no. 3 (March 2013): 3–24. http://dx.doi.org/10.1177/030630701303800302.
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Mahaputri, Dwi Settya. "Multiple Intelligence of the Fourth Year English Department Students of STKIP Abdi Pendidikan Payakumbuh." Al-Ta lim Journal 21, no. 2 (July 19, 2014): 127–37. http://dx.doi.org/10.15548/jt.v21i2.90.
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Multiple Intelligence (MI) is very important to modern education because its main point is that every individual has eight intelligences and they all work together in a unique way. This research belongs to Descriptive research analyzing students’ MI of the fourth year English department of STKIP Abdi Pendidikan Payakumbuh. The data were collected through questionnaires which had been distributed to 20 students. Then it was analyzed by interpreting in each Intelligence. The finding shows that most of the students had good in Interpersonal Intelligence, Musical Intelligence, and Intrapersonal Intelligence. And they are good enough at Naturalist Intelligence, Bodily-kinesthetic Intelligence, and Spatial Intelligence. However, they are low at Linguistic Intelligence and Logical-mathematic Intelligence.
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Sistani, Mahsa, and Mahmood Hashemian. "Investigating the Role of Multiple Intelligences in Determining Vocabulary Learning Strategies for L2 Learners." English Language Teaching 9, no. 6 (May 23, 2016): 242. http://dx.doi.org/10.5539/elt.v9n6p242.
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<p>This study, first, examined whether there was any relationship between Iranian L2 learners’ vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners’ VLSs. To these ends, 40 L2 learners from Isfahan University of Technology in Isfahan participated in the study, and the following instruments were utilized to collect the data: the Oxford Placement Test (OPT) to gauge participants’ proficiency level, the Multiple Intelligences Questionnaire (Mckenzie, 1999), and a vocabulary learning questionnaire based on the framework adopted from Schmitt’s (1990). The strategies were divided into five categories: determination, memory, social, metacognitive, and cognitive. To analyze the data, Pearson correlation was applied to find out the relationship between the participants’ intelligence categories and their preferred VLSs. Then, multiple regression analysis was run to indicate the significance of the specific VLSs in the participants’ intelligences. Results revealed that there was a strong positive relationship between participants’ intrapersonal intelligence and their tendency toward the cognitive and metacognitive strategies. Moreover, as participants’ scores in their interpersonal intelligence test increased, they inclined toward the social strategies more. A potential positive and significant relationship between visual/spatial intelligence and memory strategies and also linguistic intelligence and determination strategies was also found out. Overall results revealed that the participants made a significant difference regarding their decisions for particular VLSs, as intrapersonal, interpersonal, linguistic, and visual learners predicted more specific and significant VLSs in comparison with other types of intelligences.</p>
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Ulpiyati, Alin, Elan Elan, and Sima Mulyadi. "Partisipasi Orang Tua Dalam Mengembangkan Kecerdasan Intrapersonal Anak." Edusia: Jurnal Ilmiah Pendidikan Asia 1, no. 1 (August 2, 2021): 61–73. http://dx.doi.org/10.53754/edusia.v1i1.38.
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Parental participation is very basic in the development of a child's character, one of which is intelligence. Intrapersonal intelligence is very important for children, if someone has a high level of intelligence, he will be able to control his emotions so that the actions taken are based on the correct knowledge. Therefore, in developing this intrapersonal intelligence, a stimulus from parents is needed. The purpose behind this research is to describe the role of parents in developing intrapersonal intelligence of children aged 5-6 years. The researcher uses a case study approach approach, the type of instrumental case study approach. The selection of research subjects was carried out by purposive sampling, which consisted of two families. This information collection method is carried out using interviews, observation, and documentation. This study uses data analysis techniques created by Miles and Huberman. The results showed that parents play a role in providing support, parents play a role in providing guidance, parents play a role in uniting children's activities, parents play a role in providing understanding for children, parents teach children in emotions, parents play a role in habituation to children.
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Sellars, Maura, and Shukri Sanber. "Intrapersonal Intelligence: Supporting Students in the English Classroom." International Journal of Learning: Annual Review 12, no. 9 (2006): 307–20. http://dx.doi.org/10.18848/1447-9494/cgp/v12i09/48071.
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Binsa, Ucik Hidayah, and Iys Nur Handayani. "Implementasi Asessmen Otentik dalam Mengembangkan Multiple Intelligences di TKIT Baitussalam Prambanan." Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini 2, no. 1 (March 6, 2020): 52. http://dx.doi.org/10.35473/ijec.v2i1.414.
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Implememtasi asesmen otentik dalam mengembangkan multiple intelligence di TKIT Baitussalam sudah sesuai dengan mengembangkan multiple intelligence pada anak dan guru dapat mengimplementasikan asesmen otentik tersebut. Dari 9 aspek multiple intelligence masuk ke dalam instrumen asesmen otentik anak. Sembilan aspek multiple intelligence, yakni: 1) Kecerdasan linguistic, 2) Kecerdasan matematis-logis, 3) Kecerdasan visual spasial, 4) Kecerdasan musical, 5) Kecerdasan kinestetik, 6) Kecerasesmen yang di dasan interpersonal, 7) Kecerdasan intrapersonal, 8) Kecerdasan naturalis, 9) Kecerdasan eksistensial atau kecerdasan spiritual. LPPA (Laporan Pencapaian Perkembangan Anak) / Raport adalah bentuk asesmen otentik yang diberikan kepada orangtua di TKIT Baitussalam.keywords: asesmen otentik, multiple intelligences
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Nambikkai, Daisy, and A. Veliappan. "RELATION BETWEEN EMOTIONAL INTELLIGENCE AND REASONING ABILITY OF HIGHER SECONDARY STUDENTS." International Journal of Research -GRANTHAALAYAH 4, no. 5SE (May 31, 2016): 98–105. http://dx.doi.org/10.29121/granthaalayah.v4.i5se.2016.2733.
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The present study aims to find out the relationship between emotional intelligence and reasoning ability of the higher secondary students. Among the population, 724 samples of higher secondary students were selected randomly from Puducherry region. Findings of the study were i) significant difference is found between male and female higher secondary students in their reasoning ability in science on analogical reasoning, classification as reasoning, eclectic reasoning, deductive reasoning and inductive reasoning.ii) Significant difference is found between male and female higher secondary students in their emotional intelligence on intrapersonal awareness. iii) Significant difference is found among government, aided and unaided schools of higher secondary students in their reasoning ability in science on classification as reasoning and eclectic reasoning. iv) Significant difference is found among government, aided and unaided schools of higher secondary students in their emotional intelligence on intrapersonal awareness, interpersonal awareness, intrapersonal management and interpersonal management. v) there exists significant positive relationship between reasoning ability in science and emotional intelligence of higher secondary students.
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Hujjatusnaini orcid, Noor Naini, Meliyani Meliyani, Yuliandari Yuliandari, Iis Yulianti, oor Yulia Sulistiowati, and Nur Istiqomah. "Analisis Pola Hubungan Antara Gaya Belajar, Karakter dan Multiple Intelligences Mahasiswa Pada Pembelajaran Biologi Terintegrasi Fenomena Coronavirus-19." Jurnal Bioterdidik: Wahana Ekspresi Ilmiah 8, no. 3 (December 30, 2020): 76–83. http://dx.doi.org/10.23960/jbt.v8i3.21646.
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This research is a qualitative descriptive study that aims to determine the relationship patterns of learning styles, characters and multiple intelligences of students in biology learning integrated of the coronavirus-19 phenomenon. The research method is a cross-sectional survey method. The research sample was 40 students in the Biology Education Study Program of IAIN Palangka Raya. The results of the study that the learning styles, character, and multiple intelligences possessed by students showed a strong and mutually influencing relationship. Students with linguistic verbal intelligence and mathematical logical intelligence have higher moral-knowing, while students with intrapersonal, visual, and musical intelligence have stronger moral-feeling. In contrast, students with naturalist, interpersonal, and kinesthetic intelligence have the moral-action with the strongest personality values.
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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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Rokhima, Nur, and Harina Fitriyani. "STUDENT’S METACOGNITION: DO INTRAPERSONAL INTELLIGENT MAKE ANY DIFFERENCE?" Mosharafa: Jurnal Pendidikan Matematika 7, no. 2 (May 31, 2018): 167–78. http://dx.doi.org/10.31980/mosharafa.v7i2.36.
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AbstrakMetakognisi adalah kesadaran seseorang tentang proses berpikirnya untuk merencanakan, mengamati, dan mengevaluasi. Selain itu, kecerdasan siswa memiliki peran penting untuk menyelesaikan masalah. Tujuan dari penelitian ini adalah untuk mengetahui proses metakognitif siswa dalam rangka menyelesaikan masalah matematika yang ditinjau dari kecerdasan intrapersonal mereka. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subyek ini terdiri dari tiga jenis siswa yang memiliki kecerdasan intrapersonal tinggi, rata-rata, dan rendah. Instrumen yang digunakan adalah kuesioner, tes pemecahan masalah matematika (TPMM) dan wawancara. Data dianalisis dengan menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa subjek yang memiliki kecerdasan intrapersonal tinggi dalam menyelesaikan masalah matematika melakukan perencanaan, pengamatan, dan evaluasi kegiatan di setiap tahap polya. Subyek intelijen interpersonal rata-rata berada di tahap memahami masalah, mengatur dan menerapkan rencana pemecahan masalah. Mereka telah melakukan semua kegiatan metakognitif, tetapi tidak melakukan perencanaan, mengamati, dan mengevaluasi kegiatan di tahap crosschecking. Subjek kecerdasan intrapersonal rendah berada di tahap memahami masalah, perencanaan, pengamatan, dan evaluasi. Namun, dalam mengatur penyelesaian masalah, mereka hanya melakukan perencanaan dan pengamatan tanpa mengevaluasi. Dalam tahap menerapkan rencana pemecahan masalah, mereka hanya melakukan perencanaan tanpa mengamati dan mengevaluasi. Selain itu, mereka tidak melakukan kegiatan metakognitif dalam tahap evaluasi. AbstractMetacognition is the awareness of someone about his thinking process in order to plan, observe, and evaluate. Besides, the student’s intelligence has an important role to accomplish the problem. The objective of this research is to know the students’ metacognitive process in order to accomplish mathematic problem reviewed from their intrapersonal intelligence. This research used descriptive qualitative approach. The subject consists of three kinds of students who have high, average, and low intrapersonal intelligence. The instruments are questionnaire, mathematic problem solving test (TPMM) and interview. The data were analyzed by using reduction of data, presentation of data, and conclusion. The result showed that the subject who has high intrapersonal intelligence in accomplishing the mathematic problem did planning, observing, and evaluating activities in every polya stage. The average interpersonal intelligence subject was in the stage of understanding the problem, arranging and implementing the problem solving plan. They had done all metacognitive activities, but did not do planning, observing, and evaluating activities in the crosschecking stage. The low intrapersonal intelligence subject was in the stage of understanding the problem, planning, observing, and evaluating. However, in arranging the problem solving, they only did planning and observing without evaluating. In the stage of implementing the problem solving plan, they only did the planning without observing and evaluating. In addition, they did not do metacognitive activities in the evaluation stage.
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Muharramah, Yuli Wusthol. "Strategi Pembelajaran Kosakata Bahasa Arab Berbasis Kecerdasan Majemuk (Multiple Intelligences)." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 8, no. 2 (March 20, 2019): 207. http://dx.doi.org/10.22373/ls.v8i2.4564.
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This paper is the result of research at a Senior High School 1 Kediri Country in class XI SCIENCE 2, which discusses the multiple intelligences-based learning strategy, which has focused on the concept of language Arabic vocabulary learning strategies based multiple intelligences, by train and develop the 8 (eight) the value of intelligence (Multiple Intelligences) and the contributions of multiple Intelligences-based learning strategies to education Arabic. Multiple intelligence theory it was coined by Howard Gadner, used as a tool of analysis, i.e., linguistic, logic-matematic, spatial, musical, kinesthetic, interpersonal, and sometimes intrapersonal, and natural. To find out the trend of intelligence every child in the concept of multiple intelligences will this test using the Multiple Intelligences research research (MIR) and MIR more teachers will know the tendency of intelligence of students. While the contribution of MI in the education of Arabic that is connecting teachers with strategy, media, materials and evaluation that are appropriate to the capacity of the students in the room.
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Murniati, Wahyuni. "EDUTAINMENT DALAM PENGEMBANGAN MULTIPLE INTELLIGENCES TEORI HOWARD GARDNER PADA ANAK USIA DINI." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 6, no. 2 (December 12, 2018): 301. http://dx.doi.org/10.21043/thufula.v6i2.4775.
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<p><em>There are nine intelligences proposed by Howard Gardner. Nine intelligences include: intelligence language, logical-mathematical, visual-spatial, bodily-kinesthetic, rhythmic-musical, intrapersonal, interpersonal, naturalistic and existential. When speaking of the intelligence then of course it's going to talk about a person's brain. In theory the brain, it is said that the brain will only absorb information if the brain is in a state of happy to get it. Then to condition it, teachers should make learning fun and humanizing learners. Appropriate learning models would improve intelligence learners. One model of learning that can be used to improve the intelligence of the learner is to use the model of edutainment. This article attempts to provide edutainment strategies in the use of the model to the increase of multiple intelligences of children.</em></p>
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Siti Ambarli, Zulfiati Syahrial, and Mochammad Sukardjo. "PENGARUH MODEL BLENDED LEARNING ROTASI DAN KECERDASAN INTRAPERSONAL TERHADAP HASIL BELAJAR IPA DI SMP." Visipena Journal 11, no. 1 (June 29, 2020): 16–32. http://dx.doi.org/10.46244/visipena.v11i1.1089.
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The background of this research is based on low result of science learning outcomes and usage of Information and Communication Technology (ICT) in learning process that is not optimal yet at PB Soedirman Junior High School Jakarta. The general objective in this research is to know the effect of blended learning rotation model and intrapersonal intelligence on science learning outcomes in junior high school. It was a quantitative research with an experimental method and 2x2 treatment by level design. The results of data analysis and interpretation indicates that; (1) students who were using blended learning rotation model Lab Rotation had higher learning outcomes than those by blended learning rotation model Station Rotation; (2) there was an effect of interaction between blended learning rotation model and intrapersonal intelligence on student learning outcomes in science subject; (3) students with higher intrapersonal intelligence who were using blended learning rotation model Lab Rotation had higher learning outcomes than those by blended learning rotation model Station Rotation; (4) students with lower intrapersonal intelligence who were using blended learning rotation model Lab Rotation had lower learning outcomes than those by blended learning rotation model Station Rotation.
Abstrak
Penelitian ini dilator belakangi oleh masih rendahnya hasil belajar IPA serta pemanfaatan Teknologi Informasi dan Komunikasi (TIK) dalam pembelajaran yang belum optimal di SMP Islam PB Soedirman Jakarta. Tujuan umum yang ingin dicapai dalam penelitian ini adalah untuk mengetahui pengaruh dari penggunaan model blended learning rotasi dan kecerdasan intrapersonal yang dimiliki peserta didik terhadap hasil belajar IPA di SMP. Penelitian ini menggunakan metode eksperimen dengan desain penelitian treatment by level 2x2. Hasil analisis dan interpretasi data menunjukkan bahwa; 1) peserta didik yang menggunakan model blended learning rotasi tipe Lab Rotation memiliki hasil belajar IPA yang lebih tinggi dibandingkan dengan model blended learning rotasi tipe Station Rotation; 2) terdapat pengaruh interaksi antara model blended learning rotasi dan kecerdasan intrapersonal terhadap hasil belajar IPA peserta didik; 3) peserta didik dengan kecerdasan intrapersonal tinggi yang menggunakan model blended learning rotasi tipe Lab Rotation memiliki hasil belajar IPA yang lebih tinggi dibandingkan dengan model blended learning rotasi tipe Station Rotation; 4) peserta didik dengan kecerdasan intrapersonal rendah yang menggunakan model blended learning rotasi tipe Station Rotation memiliki hasil belajar IPA yang lebih tinggi dibandingkan dengan model blended learning rotasi tipe Lab Rotation.
Kata Kunci: blended learning, lab rotation, station rotation, kecerdasan intrapersonal, hasil belajar IPA
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Sukawati, Rina. "PENYUSUNAN PAKET PELATIHAN PENGEMBANGAN KECERDASAN INTRAPERSONAL UNTUK MAHASISWA." Perspektif Ilmu Pendidikan 16, no. VIII (October 31, 2007): 22–31. http://dx.doi.org/10.21009/pip.162.3.
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The purpose of this research was to develop training package for intrapersonal intelligence development for the students of Educational Technology Department, School of Education, State University of Jakarta. The package was develop by employing Instructional Development Model. The research resulted in training package for intrapersonal intelligence development for the university students which is expected to be applicable or adjustable for trainings and the other universities for the similar purposes. A set of recommendation is given in using this package to be effective and efficient.
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Sumadi, Suhartini, Teguh Yuliandri Putra, and Heny Sri Astutik. "PROSES PEMECAHAN MASALAH MATEMATIKA SISWA SMA BERDASARKAN KECERDASAN MAJEMUK." Journal of Honai Math 3, no. 2 (October 8, 2020): 123–44. http://dx.doi.org/10.30862/jhm.v3i2.107.
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This study aims to analyze the mathematics problem-solving process of high school students based on multiple intelligences. In research, multiple intelligence is divided into dominant linguistic intelligence, interpersonal and kinesthetic intelligence, dominant musical intelligence, logical-mathematical and naturalistic, existential, intrapersonal, and visual dominant intelligence. The type of research used in this research is descriptive exploratory, and the approach used is qualitative and quantitative approaches. Determination of research subjects was carried out using purposive sampling based on multiple intelligences, to obtain 3 high school students of class X as research subjects. The research instrument used was a multiple intelligence test and two problem-solving tests adopted from the American High School Math Exam (AHSME) Problems and the Provincial High School Mathematics National Science Olympiad questions. The data obtained were analyzed, utilizing data reduction. The research results show that students with multiple different intelligence bits have different ways of solving them, but there are also similarities in solving problems.
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Et al., Abu Dharin. "“THE EFFECT OF MULTIPLE INTELLIGENCES ON STUDENT LEARNING ACHIEVEMENT OF ELEMENTARY SCHOOL STUDENTS IN CENTRAL JAVA.”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5104–14. http://dx.doi.org/10.17762/pae.v58i1.1732.
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Multiple intelligences-based learning helps students to develop the intelligence they have, Students can be helped to improve their intelligence and increase their weaknesses through the strengths they have. In addition, as a teacher as well as a teacher educator, it will be easier for them to develop the skills and talents of their students.This study aims to determine the effect of Multiple Intelligences on learning achievement in elementary schools in Central Java. The method used in this research is an experimental method such as explanatory research. The data were obtained from the Multiple Intelligences questionnaire and analyzed using multiple linear regression. From these results the study shows there is no significant difference between linguistic, logic and intelligence intra personal on the learning achievement of elementary school students. The analysis shows that the variables of linguistic, logical and intrapersonal intelligence have an influence on learning achievement
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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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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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Setyaningrum, Fery, and Heni Siswantari. "Visual-Spatial and Intrapersonal Intelligence in Learning of Rampak Kendang Art for Elementary School Students." International Journal of Creative and Arts Studies 7, no. 1 (July 27, 2020): 49–60. http://dx.doi.org/10.24821/ijcas.v7i1.4163.
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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.
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Furnham, Adrian, Agata Wytykowska, and K. V. Petrides. "Estimates of Multiple Intelligences: A Study in Poland." European Psychologist 10, no. 1 (January 2005): 51–59. http://dx.doi.org/10.1027/1016-9040.10.1.51.
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Abstract. Participants from Poland (N = 258) provided estimates of their own, their parents', and their grandparents' general and multiple intelligences. Males gave higher self-estimates than females on general, spatial, and musical intelligence. There was evidence of perceived generational differences in estimates of general intelligence, with participants rating themselves slightly higher than their parents, and their parents slightly higher than their grandparents. Regression analyses showed that the most consistent predictors of estimated general intelligence were verbal, mathematical, and intrapersonal intelligence. A comparison between Polish and British (N = 185) data revealed interesting cultural effects, primarily concerning father and mother estimates. Overall, the results were broadly in line with those of other studies, although several cultural differences are noted and discussed.
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Zahedi, Saeed, and Elham Mottaghi Moghaddam. "The Relationship between Multiple Intelligences and Performance of EFL Students in Different Forms of Reading Comprehension Tests." Theory and Practice in Language Studies 6, no. 10 (October 1, 2016): 1929. http://dx.doi.org/10.17507/tpls.0610.06.
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The major aim of this study was to investigate the relationship between Multiple Intelligences (MI) scores and the performance of Iranian EFL students on different forms of reading comprehension tests. To this aim, 90 learners of English from Parax Institute of Science and Technology (Mashhad Branch) were selected. They were asked to complete MIDAS multiple intelligences questionnaire and a reading test, which included two tests formats (multiple-choice and cloze test). The result of the correlational study indicated that the total MI score correlated positively with performance on multiple-choice and cloze test. Out of its 8 sub-intelligences linguistic, intrapersonal, spatial, and mathematical intelligence correlated positively with multiple-choice test of reading. Performance on cloze test correlated positively with linguistic, spatial, and mathematical intelligence. The results of regression equations also showed that MI scores predict both the performance on multiple-choice and cloze test. Out of its sub-intelligences, linguistic intelligence and musical intelligence predict performance on multiple-choice questions and linguistic intelligence predicts performance on cloze test.
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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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Loori, Ali A. "MULTIPLE INTELLIGENCES: A COMPARATIVE STUDY BETWEEN THE PREFERENCES OF MALES AND FEMALES." Social Behavior and Personality: an international journal 33, no. 1 (January 1, 2005): 77–88. http://dx.doi.org/10.2224/sbp.2005.33.1.77.
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This study reports the differences in intelligences preferences of male and female students learning English as a second language at higher institutions in the United States of America. The sample comprised 90 international students registered at ESL centers at three American universities. The study results indicated that there were significant differences between males' and females' preferences of intelligences. Males preferred learning activities involving logical and mathematical intelligences, whereas females preferred learning activities involving intrapersonal intelligence. The study recommends some implications to be considered in ESL/EFL classrooms.
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Barragán Martín, Ana Belén, María del Mar Molero Jurado, María del Carmen Pérez-Fuentes, Nieves Fátima Oropesa Ruiz, África Martos Martínez, María del Mar Simón Márquez, and José Jesús Gázquez Linares. "Interpersonal Support, Emotional Intelligence and Family Function in Adolescence." International Journal of Environmental Research and Public Health 18, no. 10 (May 12, 2021): 5145. http://dx.doi.org/10.3390/ijerph18105145.
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Background: During adolescence, although the peer group exerts a strong influence on how the individual thinks and feels and on personal social values, the family still exerts a sustaining and supporting role. This study analyzed the relationships established between family function, emotional intelligence and perceived interpersonal support in adolescence. Method: The sample was made up of 1287 high school students aged 14 to 18 (M = 15.11; SD = 0.91) in the province of Almeria (Spain). Results: The results showed moderate correlations between the intrapersonal emotional intelligence dimension and perceived availability of support (advice or orientation), and between the mood dimension of emotional intelligence and the three interpersonal support dimensions (appraisal, belonging and tangible). In addition, significant positive correlations were found between family function and the intrapersonal and mood dimensions of emotional intelligence, with medium and large effect sizes, respectively. Apart from that, the data revealed that students who could count on a more functional family referred to high empathy and acceptance by others and greater support in material or financial matters, followed by those with moderate family function. In addition, students from homes with severely dysfunctional families perceived less available support. Finally, students who said they could count on strong family function also scored higher on the intrapersonal factor of emotional intelligence. Conclusions: The implications of these findings for the development of emotional intelligence in early adolescence are discussed from the family context, considering the relationship between emotional intelligence and social support.
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Syarifah, Syarifah. "Konsep Kecerdasan Majemuk Howard Gardner." SUSTAINABLE: Jurnal Kajian Mutu Pendidikan 2, no. 2 (December 5, 2019): 176–97. http://dx.doi.org/10.32923/kjmp.v2i2.987.
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The theory of Multiple Intelligences is revealed by Howard Gardner. In this theory, intelligence means the ability to solve problems or fashion products, that are valued in one or more cultural or community settings. This theory indicated that everyone has nine intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. The multiple intelligences development can be done with educational methods included Islamic educational methods. This matter is done to establish the happy and humanist Islamic education process and to maximize child's multiple intelligences.
ABSTRAK
Teori Multiple Intelligences diungkapkan oleh Howard Gardner. Dalam teori ini, kecerdasan berarti kemampuan untuk menyelesaikan masalah atau produk fesyen, yang dinilai dalam satu atau lebih pengaturan budaya atau komunitas. Teori ini menunjukkan bahwa setiap orang memiliki sembilan kecerdasan: linguistik, logis-matematis, spasial, kinestetik-tubuh, musik, antarpribadi, intrapersonal, naturalis, dan eksistensial. Pengembangan kecerdasan ganda dapat dilakukan dengan metode pendidikan termasuk metode pendidikan Islam. Hal ini dilakukan untuk membangun proses pendidikan Islam yang humanis dan bahagia serta memaksimalkan kecerdasan ganda anak.