Journal articles: 'Multiple intelligence theory'

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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 This conception is outdated and superficial.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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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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Chiciuc, Constantin. "Theory of multiple intelligences: arguments and applications." Univers Pedagogic, no. 2(70) (July 2021): 14–22. http://dx.doi.org/10.52387/1811-5470.2021.2.03.

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The article addresses theoretical-explanatory aspects of the theory of multiple intelligences, and there are presented some critical assessments of this theory. It is analyzed how the model of the theory of multiple intelligences can be applied in the educational practice on the example of a class of students from the „Ioan Vodă” Theoretical Liceum from Cahul. The article also contains the results of a practical study that reveals the identification of the type of dominant intelligence, the correlation of the type of dominant intelligence and school success in mathematics.

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Park, So Yeon and Minjung Song. "Applying Multiple Intelligence Theory on the Multiple Intelligence of Children." Journal of Digital Design 12, no. 4 (October 2012): 547–57. http://dx.doi.org/10.17280/jdd.2012.12.4.051.

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White, Allan Leslie. "Editor’s Note: Is the Multiple Intelligences Theory a Research-Based Theory or a Story with a Positive Message?" Southeast Asian Mathematics Education Journal 9, no. 1 (December 31, 2019): 57–64. http://dx.doi.org/10.46517/seamej.v9i1.74.

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Howard Gardner introduced his Theory of Multiple Intelligences in 1983. It is a model of intelligence which differentiates intelligence into various specific (primarily sensory) modalities, rather than being dominated by a single general ability such as IQ. The Theory of Multiple Intelligences has attracted controversy and criticism among the research community but has resonated with teachers and many educationalists who have supported the practical value of various educational approaches suggested by the Theory of Multiple Intelligences. This paper will investigate claims that the Multiple Intelligences Theory is a research-based theory, or as critics have claimed, it is a good story with a positive message.

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Lê Ngọc, Hiếu, and Thanh Luong Van. "A Counseling System of Multiple Intelligence Theory Combined With kNN Classification Algorithm." Journal of Computer Science and Technology Studies 3, no. 2 (August 29, 2021): 10–30. http://dx.doi.org/10.32996/jcsts.2021.3.2.2.

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Choosing the right career is always a big issue, an important concern for everyone. To have a job, which is suitable for you, firstly you must look at yourself, called the self, and you should be aware of what the self is then you can promote the strength of your own self and avoid your weakness. To help discover more about yourself, during researching and studying, we come up with the idea that we would propose a career counseling system based on Howard Gardner's theory. The system uses the theory of multiple intelligences (Abenti & Daradoumis, 2020) which is combined with the K-nearest neighbors (KNN) (Tang, Ying; Tang, Ying; Hare, Ryan; Wang, Fei-Yue;, 2020) algorithm to assist people and to give out a suitable suggestion about career path for them. We use the results of the eight intelligences retrieved from the KNN classification algorithm to give users the consulting for their career paths. This system is built with a dataset based on 56 multiple-choice questions. These include 48 multiple choice questions based on Howard Gardner's theory of multiple intelligences (Bravo, Leonardo Emiro Contreras; Molano, Jose Ignacio Rodriguez; Trujillo, Edwin Rivas, 2020), (businessballs, 2017) and 8 multiple choice questions which are the labels of the classifier. We divided the dataset into 8 subsets corresponding with 8 Intelligences defined by Howard Gardner with the collected dataset. In each subset, we build the KNN classifier model using KNN classification algorithm. This processing of 8 subsets come out with the results accuracy for the 8 Intelligences: linguistic intelligence (80.95%), logical-mathematical intelligence (82.14%), musical intelligence (96.43%), bodily-kinesthetic intelligence (82.14%), spatial-visual intelligence (82.14%), interpersonal intelligence (89.29%), intrapersonal intelligence (88.1%), existential intelligence (78.57%). With the outcome of 8 models, we have tested with 5 students and compared them to their actual intelligences. The comparison results tell us about the valuable potential in career path of the proposed counselling system, the advantages of this combination between Multiple Intelligence and KNN classifier.

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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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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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Islam, Rukmana Fachrul. "Revisiting the Universality of Multiple Intelligences Theory in English Writing Classroom: Putting Theory Into Practice." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 1 (March 28, 2019): 148–55. http://dx.doi.org/10.34050/els-jish.v2i1.6238.

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The present study was undertaken based on an assumption that there is no full guarantee that the university-level students from English department could be easily successful in writing activities. This might be as a result of differences in individuals’ characteristics contributing to language learning process, and even better it has something to do with the so-called “Intelligence”. While some relevant studies concerned about the relationship between the students’ Multiple Intelligence profile and their ability in language learning, the current findings contradicted the findings that of researches. In relation with writing skill, some show a significant correlation, some found only partial correlation, and some illustrated insignificant correlation between the observed variables. To have a clearer picture as to this arguable issue, the present study’s aim was about to look into the relationship between multiple intelligences as a whole part and linguistic intelligence as a part of multiple intelligences, and writing performance of English department students in a state university. This study employed mix method and the instruments applied were MI Inventory, a writing scale adopted from IELTS writing task 2, and interview. A small number of students, 27 students, actively participated in this study, and the findings indicated that insignificant correlation existed between students’ writing performance and their MI profile as a whole part or as independent intelligence, namely linguistic intelligence.

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Yavich, Roman, and Irina Rotnitsky. "Multiple Intelligences and Success in School Studies." International Journal of Higher Education 9, no. 6 (September 18, 2020): 107. http://dx.doi.org/10.5430/ijhe.v9n6p107.

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The applications of multiple intelligence theory in education are wide. Students apply the learning in the classroom according to their own dominant intelligence and learning style, which is most effective for them. Combining learning styles with dominant intelligences enhances the students' learning processes.The purpose of this case study is to examine the relationship between dominant intelligences according to Gardner's multiple intelligence theory and middle school students' academic achievement. A case study was conducted in Israel, in a middle school, among seventh-graders and involved 158 students.Findings indicated that in excellent classes - 80.9% of students had logical intelligence, in at least one of the levels of dominance; in ordinary classes only 48.4% of students have logical intelligence, at least in one of the levels of dominance. We also examined the relationship between the amount of dominant intelligences among students in all classes, excellent and ordinary. Findings indicated that in excellent classes the percentage of students with two or three dominant intelligences was higher than the percentage in ordinary classes. It is important to note that these are not just the logical and verbal, but also all types of intelligences, such as spatial, musical, kinetic and others.In conclusion, the dominant intelligences that highly influence and measure achievement in the education system are not the logical-mathematical and the linguistic-verbal, but the only logical-mathematical. Moreover, the amount of intelligences at the dominant levels can predict and indicate student's success at school.

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Almeida, Leandro S., Maria Dolores Prieto, Aristides I. Ferreira, Maria Rosario Bermejo, Mercedes Ferrando, and Carmen Ferrándiz. "Intelligence assessment: Gardner multiple intelligence theory as an alternative." Learning and Individual Differences 20, no. 3 (June 2010): 225–30. http://dx.doi.org/10.1016/j.lindif.2009.12.010.

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Pearson, Mark. "Multiple intelligences and the therapeutic alliance: Incorporating multiple intelligence theory and practice into counselling." European Journal of Psychotherapy & Counselling 13, no. 3 (September 2011): 263–78. http://dx.doi.org/10.1080/13642537.2011.596725.

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Camargo, Renata Gomes, and Carolina Lisbôa Mezzomo. "Characteristics of patients with language disorders and the theory of multiple intelligences." Revista CEFAC 19, no. 5 (September 2017): 629–44. http://dx.doi.org/10.1590/1982-021620171952817.

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ABSTRACT Purpose: to investigate which intelligence, described in the Theory of Multiple Intelligences, favors the development of language (linguistic intelligence) of the patients, in relation to the studied variables: development phase (children and adolescents), sex and preferential intelligences. Methods: the quantitative-qualitative approach was used, with the identification by content analysis of the preferred intelligences of the 107 patients participating in the investigation and the intelligences contemplated in each therapy. After the coding of these data in numbers, the results obtained in the 1,802 therapies analyzed were compared with the development phase, sex and preferential intelligences, using a statistical test. Results: in the analysis of the data, it was evidenced that the results obtained in the therapy differ between children and adolescents, according to the intelligences contemplated, which is also observed when considering females and males, but to a lesser extent. Conclusion: it is important to observe the characteristics of age, sex and preferential intelligences, in relation to the contemplation of the different intelligences in the activities developed in the therapy, with a view to the qualification of the results.

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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.

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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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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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Mulyani, Kiki, Rahmawati Darrusyamsu, Ganda Hijrah Selaras, and Rahmadhani Fitri. "Multiple Intelligences of Students in SMPN 22 Padang." Jurnal Atrium Pendidikan Biologi 4, no. 2 (June 21, 2019): 112. http://dx.doi.org/10.24036/apb.v4i2.5855.

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Multiple Intelligences (MI) is a theory about intelligence that was triggered by Dr. Howard Gardner, a figure in education and psychology. a person's intelligence suddenly is not measured by the results of a standard psychological test, but can be seen from a person's habits on two things. First, someone's habits solve their own problems (problem solving). Second, a person's habits create new products that have cultural values (creativity). MI-based learning is a learning process in which when the teacher wants to teach a learning material, the teacher teaches according to the tendency of students' learning styles, because in a classroom there are several students who each have different MIs. The intelligence consists of nine levels of intelligence and is known as the Multiple Intelligences (MI) which includes: 1) linguistic intelligence, 2) mathematical-logical intelligence, 3) visual spatial intelligence, 4) physical-kinesthetic intelligence, 5) musical intelligence, 6 ) interpersonal intelligence, 7) intrapersonal intelligence, 8) naturalist intelligence, and 9) existential. Many benefits can be obtained by knowing the level of MI of students, both for schools, teachers, and students themselves. MI for students is also influenced by several factors, including; innate factors; environmental factor; and maturity factors, this maturity factor related with people age.

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WANG Yukuo, ZHANG Huan, JI Yapin, and FANG Qinghua. "Sports Teaching Practice Based Multiple Intelligence Theory." International Journal of Digital Content Technology and its Applications 7, no. 6 (March 31, 2013): 921–28. http://dx.doi.org/10.4156/jdcta.vol7.issue6.104.

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Martin, Joyce. "Multiple intelligence theory, knowledge identification and trust." Knowledge Management Research & Practice 4, no. 3 (August 2006): 207–15. http://dx.doi.org/10.1057/palgrave.kmrp.8500101.

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Baporikar, Neeta, and Michael Sony. "Developing graduate attributes through multiple intelligence theory." International Journal of Learning and Intellectual Capital 1, no. 1 (2020): 1. http://dx.doi.org/10.1504/ijlic.2020.10031708.

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Baporikar, Neeta, and Michael Sony. "Developing graduate attributes through multiple intelligence theory." International Journal of Learning and Intellectual Capital 17, no. 4 (2020): 367. http://dx.doi.org/10.1504/ijlic.2020.113153.

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Feradepi, Dea, Dedi Sofyan, and Kasmaini Kasmaini. "CLASSROOM ACTIVITIES BASED ON MULTIPLE INTELLIGENCE THEORY IN ENGLISH LANGUAGE TEACHING 2013 CURRICULUM FOR SEVENTH GRADE." JALL (Journal of Applied Linguistics and Literacy) 3, no. 2 (September 16, 2019): 133. http://dx.doi.org/10.25157/jall.v3i2.2681.

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The purpose of this study was to analyze whether schools had implemented the 2013 curriculum system such as the Bengkulu City 11 Junior High School in the learning process in classroom activities using multiple intelligence theories. This research was designed as a descriptive qualitative method. The population and sample of this study were English language teachers at SMPN 11 Bengkulu Cityin seventh grade. Data was collected using observations checklist and video recorder that were used to assist researchers in analyzing forms of observation checklist. The results of the study showed several continuations implemented from the three teachers, namely 100% linguistics, 66.7% visual and 66.7% body intelligence. Linguistic intelligence was the dominant one. from three teachers who taught in seventh grade with the same material namely descriptive text, the results showed, teacher A asked for three linguistic, visual and body intelligences, teacher B applied one linguistic intelligence and teacher C used three linguistic, visual, and body intelligences. The results show from the three teachers implemented linguistic intelligence more often in teaching English. Because in English lesson oriented to linguistic. Keywords:multiple intelligence, English teacher

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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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HOMONE, Alexandra-Ioana. "Musical Education aspects in the contemporary school based on the Theory of Multiple Intelligence." BULLETIN OF THE TRANSYLVANIA UNIVERSITY OF BRASOV SERIES VIII - PERFORMING ARTS 13 (62), SI (January 20, 2021): 93–102. http://dx.doi.org/10.31926/but.pa.2020.13.62.3.10.

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What is intelligence? Which are the most important characteristics of it? Starting from these two questions that have a powerful impact over the researchers, Gardner fulfill to present a new meaning sense of the termen - intelligence, which continues to be discussed. During the article we will present some connections between the musical education systems of the 20th-21st centuries and the Theory of Multiple Intelligences. Even though some of them appeared before the theory, through his affirmations, Gardner manages to prove that the musical intelligence isn’t just a talent, it is in every human being. The study of the Theory Multiple Intelligence and the deepening of some of the well-known music education systems led to design and develop of some attractive and efficient music activities in school.

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Shearer, C. Branton, and Jessica M. Karanian. "The neuroscience of intelligence: Empirical support for the theory of multiple intelligences?" Trends in Neuroscience and Education 6 (March 2017): 211–23. http://dx.doi.org/10.1016/j.tine.2017.02.002.

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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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Efendi, Moh Yusuf. "KONSEP MULTIPLE INTELLIGENCES DAN IMPLEMENTASNYA DALAM MENGEMBANGKAN KECERDASAN PESERTA DIDIK DI SD KITA BOJONEGORO." JEC (Journal of Education and Counseling) 1, no. 2 (December 22, 2018): 123–31. http://dx.doi.org/10.32665/jec.v1i2.59.

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Education is the conscious guidance or help provided by educators to the educated in physical and spiritual development toward maturity and beyond until the formation of the Muslim personality. There are various theories in teaching, one of the new breakthroughs that may be the choice is the theory of Multiple Intelligences popularized by Howard Gardner of Harvard University. This theory contains various kinds of intelligence possessed by humans. The intelligence is as follows: (a) Linguistic Intelligence (b) Logical mathematical intelligence (c) Visual intelligence - special (d) Musical intelligence (e) Kinesthetic intelligence (f) Interpersonal intelligence (g) Intrapersonal intelligence (h) Intelligence naturalist and (i) existential intelligence.SD KITA Bojonegoro is one of the basic educational institutions that continually strive to improve the quality of learning. In the process of learning in SD KITA Bojonegoro more use many methods adapted to the material, thus facilitating the learners to understand the lesson. This study aims to find out how the implementation of multiple intelligence in maximizing the intelligence of learners in SD KITA Bojonegoro. This research uses a qualitative descriptive approach type of action research. The data in this study will be collected by technique: written document, participant observation, in-def interviw . Data analysis is done by data reduction, data display, data conclusion and verification. From this research can be obtained the result that the concept of Multiple Intelligences and its implementation in maximizing the intelligence of learners in SD KITA Bojonegoro more effective.

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Yusra, Nelly, and Rian Vebrianto. "Pembinaan dan Pengembangan Kompetensi Generik Calon Guru bagi Meningkatnya Daya Saing Berbasis Multiple Intelligences Theory (MIT)." AL-USWAH: Jurnal Riset dan Kajian Pendidikan Agama Islam 1, no. 2 (January 20, 2019): 112. http://dx.doi.org/10.24014/au.v1i2.6278.

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The paper want to develop and strengthen the generic competence of MI/PGSD teachers to improve competitiveness based on Multiple Intelligences Theory (MIT). This research is research and development. Testing the validity and reliability of the research results, it is known that the croanbach alpha value of each construct of generic skills from the construct of learning skills, thinking skills, technology skills, estimating skills and facilitator skills is above 0.6 with each alpha croanbach value is 0.76, 0.76, 0.83, 0.84, and 0.79. and for each construct of various intelligence (MIT) from the construct of verbal linguistic intelligence (0.79), logical mathematical intelligence (0.83), spatial verbal intelligence (0.88), physical kinetic intelligence (0.82), musical intelligence (0.85), interpersonal intelligence (0.85), intrapersonal intelligence (0.79), naturalist intelligence (0.89) and spiritual (existential) intelligence (0.89). When for objective questions the reliability value of Kuder Richardson 20 is 0.73 and for the short questions the short essay is 0.78. Thus, instruments that have been developed and developed by researchers have good validity and reliability, this means that these instruments are credible and effective in improving generic skills and various intelligence (MIT) in the prospective teacher.

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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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Rahayu, Nanik Sri. "THE REPRESENTATIVE ACTIVITIES OF MULTIPLE INTELLIGENCES IN ENGLISH TEXTBOOK ‘WHEN ENGLISH RINGS A BELL’ FOR 8TH GRADERS." Jurnal ELink 6, no. 1 (July 1, 2019): 138. http://dx.doi.org/10.30736/e-link.v6i1.122.

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English textbook provided for eight graders is also renewed because of the latest curriculum, 2013 Curriculum. Regarding the theory of Multiple Intelligences, the textbook that the teachers used needs an evaluation in case of helping the teachers to face the students’ diversity in learning style. To evaluate whether English textbook When English Rings a Bell’ for 8th Graders can be regarded as appropriate textbook based on the theory of Multiple Intelligences, this study is held. Thus, this study aims at investigating types of intelligence are included in the activities and what type of intelligences is most dominantly used in the activities provided in ‘When English Rings a Bell’ English Textbook for 8th Graders. Content analysis is used as method in this study and to analyze the data Multiple Intelligence checklist. Among 364 activities analyzed, 105 activities belong to Bodily-Kinesthetic (BKI) which indicated 28,85% as the greatest percentage.Keywords: Multiple intelligence, Teaching and learning activities, Textbook

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Jumadi, Jumadi. "Kecerdasan dalam Pembelajaran Matematika." AKSIOMA : Jurnal Matematika dan Pendidikan Matematika 11, no. 1 (July 16, 2020): 174–85. http://dx.doi.org/10.26877/aks.v11i1.5380.

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This study aims to analyze the relationship between IQ test results and studentintelligence in learning mathematics through the Multiple Intelligence Theory.This research is a qualitative study which uses primary references forintelligence in mathematics learning and correlates with IQ tests based onmultiple intelligence theory.The results of research that discusses the theory of Multiple Intentions that areable to change the view of intelligence as seen from the results of IQ tests are nolonger relevant because IQ tests only discuss intelligence intelligence,mathematics and language. IQ tests only support math-intelligence andlanguage, while learning mathematics involves not only intelligence andlanguage. If the school wants to implement Multiple Intelligences in itseducation system, then it needs help from each teacher to ask to start and ask toput all his skills and creativity into teaching.Keywords: Multiple intelligence, multiple intelligence, IQ, mathematicalintelligence

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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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Wójcik, Katarzyna. "Enhancing Learners’ Interest by Implementing Multiple Intelligence Theory." Acta Technologica Dubnicae 2, no. 2 (December 1, 2012): 19–24. http://dx.doi.org/10.1515/atd-2015-0056.

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AbstractLearners’ interest is agreed by most of the educators to be significant for effectiveness of teaching and learning process. However postmodern society becomes more and more tranquilized or overactive (depending on the person) because of hundreds of information, pictures and others attacking people’s minds. Therefore gaining students’ attention and then attaching it to the subject becomes more and more difficult. The article makes an attempt to answer the question What is the role of Multiple Intelligence in enhancing learners’ interest level?

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Morgan, Harry. "An analysis of gardner's theory of multiple intelligence." Roeper Review 18, no. 4 (June 1996): 263–69. http://dx.doi.org/10.1080/02783199609553756.

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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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Warburton, Edward C. "Intelligence Past, Present, and Possible: The Theory of Multiple Intelligences in Dance Education." Journal of Dance Education 3, no. 1 (January 2003): 7–15. http://dx.doi.org/10.1080/15290824.2003.10387224.

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Itqon, Zubdatul. "Implikasi Teori Humanistik Dan Kecerdasan Ganda Dalam Pengembangan Pembelajaran PAI." Jurnal Pendidikan Islam 7, no. 1 (March 1, 2021): 139–52. http://dx.doi.org/10.37286/ojs.v7i1.96.

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This study aims to describe the implications of the theory of humanistic learning and multiple intelligences to the learning of Islamic Religioaus education. Thisresearch method is to use literature research or literature research that will be analyzed and concluded. Research data obtained froom book and nournal record. The result of thus study in the form of teori understanding humanistic learning and multiple intelligence. Humanistic learning figure is Abraham Maslow as the Implications of Abraham Maslow Theory in Islamic Religious Edication. While the figure of learning multiple intelligence is Howard Gardner. Conclusion humanistic theory aims to humanize humanity as humanly as possible. The learning process is considered effective if student understand themselves and surrounding environment. Students in a series of learning should ty so that sooner or later he can actualize himself as best he can. Whereas the theory of multiple intelligences is understanding intellectual abilities so that their potential can be optimal

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O'Brien, Patrick, and Paul C. Burnett. "The theory of multiple intelligence: implications for counselling children." Journal of Psychologists and Counsellors in Schools 7 (November 1997): 101–8. http://dx.doi.org/10.1017/s103729110000128x.

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This paper discusses the application of Gardner's (1983) Theory of Multiple Intelligence to the counselling of children, particularly young children, who have not developed the language required for more verbally orientated counselling sessions. Specifically this paper asks: Does Gardner's Theory of Multiple Intelligence have an application to counselling theory, and if so how would this theory impact on counselling practice?

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Ortiz, Gabriel Santos, and Luciano Denardin. "The Methodological Pluralism and the Multiple Intelligences in Teaching Electrical Circuits." Acta Scientiae 21, no. 5 (September 27, 2019): 2–27. http://dx.doi.org/10.17648/acta.scientiae.4578.

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This essay investigated how the plurality of teaching methodologies proposed by Laburú e Carvalho (2001) can contribute to the development of different types of intelligence in high school students. A bibliographical review was done on the theory of multiple intelligences by Howard Gardner and about the methodological pluralism with the goal of developing a democratic learning unit that would stimulate many types of intelligence and that would involve the biggest amount of students possible. The data was collected through the audio taping of classes, the observation of participants and a questionnaire done at the end of the unit. To do the analysis of the data, the Discursive Textual Analysis proposed by Moraes and Galiazzi (2007) was chosen. The intelligence spectrum was defined as a priori categories. It was observed that some methodologies stimulate a range of intelligences that was not initially expected. Besides that, practical activities in groups demonstrated to be the best way to stimulate multiple intelligences. At last, the manifestation of eight intelligences during the research were verified, a fact that was only possible due to the diverse methodologies used.

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Shearer, C. Branton. "A Detailed Neuroscientific Framework for the Multiple Intelligences: Describing the Neural Components for Specific Skill Units within Each Intelligence." International Journal of Psychological Studies 11, no. 3 (June 19, 2019): 1. http://dx.doi.org/10.5539/ijps.v11n3p1.

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The concept of intelligence has been debated since introduction of IQ tests in the early 1900s. Numerous alternatives to unitary intelligence have achieved limited acceptance and IQ remains the predominant theoretical basis for schooling. Multiple intelligences theory (Gardner, 1983), despite criticism it lacks experimental validity, has had sustained interest by educators worldwide as a means of personalizing instruction and curriculum. The neuroscientific evidence for the intelligences has not been updated since 1983. This investigation reviewed 417 neuroscientific studies examining neural correlates for skill units within seven intelligences. Neural activation patterns demonstrate each skill unit has its own unique neural underpinnings as well as neural features shared with other skill units within its designated intelligence. These patterns of commonality and uniqueness provide richly detailed neural architectures in support of MI theory as a scientific model of human intelligence. This conclusion is supported by four previous studies revealing extensive neural evidence that MI theory distinguishes among ability groups and several cognitive qualities (Shearer and Karanian, 2017). The emerging field of educational cognitive neuroscience strives to bridge the gap between laboratory findings and classroom instruction. MI theory aligns with advances in understanding how the mind and brain interact providing a practical interface between the art of teaching and neuroscience. A neuroscientific model of the multiple intelligences brings us closer to the goal of personalizing education by understanding the unique neuro-cognitive profiles of all students. These findings, coupled with advanced technologies, point the way forward to bring MI-inspired education to all students.

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Badajos, Lennie M., and Crispina V. Diego. "Practices of Multiple Intelligence Instruction and Teaching Performance of Public Elementary School Teachers." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 59–60. http://dx.doi.org/10.52006/main.v3i2.274.

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Managing students in the classrooms with multiple intelligences is one of the tough issues teachers encounter. The practice of multiple intelligences instruction depends mainly on the teacher's performance in teaching. That is to challenge the students by setting high standards for further achievement and evaluate students' progress. The theory of Multiple Intelligence (MI) resonates with many educators. It gives an idea to create a relatively even distribution of students of different abilities and diverse educational needs. It has been found out that teachers who based their instructional practices on MI theory have more authentic classrooms, and students are more genuinely engaged in class. Hence, the paper describes the extent of multiple intelligences instructional practices and the level of teaching performance of the public elementary school. Likewise, it sought to determine the significant relationship between multiple intelligences instructional practices, teaching performance, and demographic profile of teachers.

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Putra, Rizki Rahman, Rahmadhani Fitri, Indra Hartanto, and Ganda Hijrah Selaras. "Multiple Intelligences of Students in SMAN 1 V Koto Kampung Dalam Padang Pariaman." Jurnal Atrium Pendidikan Biologi 5, no. 3 (September 29, 2020): 14. http://dx.doi.org/10.24036/apb.v5i3.6430.

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

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Basid, Abdul. "تدريس مهارة الكلام في ضوء نظرية الذكاءات المتعددة بالتطبيق على تلاميذ مدرسة أناك صالح الابتدائية مالانج جاوى شرقية." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 5, no. 2 (December 1, 2017): 88–116. http://dx.doi.org/10.23971/altarib.v5i2.770.

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AbstractThis reserach elaborates on the Arabic instruction, especially speaking skill based on Multiple Intelligences Theory. The research problems are: (1) what is the process of Arabic instruction based on Multiple Intelligences; and (2) what is the effectiveness of the use of Multiple Intelligence Theory in Arabic instruction, specially speaking skill. The design of this study is experimental study. Thus to get a focus, the researcher determines to use population and sample only for students who have word smart and auditory learning style by applying Multiple Intelligences Research. The result of this study is: (1) the process of speaking skill based on Multiple Intelligences Theory consist of personality, guideline (title, material, competence standard, indicator, period), procedure (scene setting, preface activity, main activity, closing activity), evaluation; (2) the result of speaking skill by using Multiple Intelligences theory in post test in experiment group is mean 79,16, paired different mean 23,33, standard deviation 7,35, standard error 3,00, t-test 5,534 and significant value 0,003 and the effectively level of the use of Multiple Intelligences theory in speaking skill is t-test 5,534, this level is higher than t-table 1% (2,11) and 5% (2,29).الكليمات الرئيسية: الذكاء، جوانب الذكاءات المتعددة، مهارة الكلام

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Liu, Wei-Yu. "A study on the bridge of music intelligence to Chinese comprehension." Advances in Social Sciences Research Journal 7, no. 1 (January 22, 2020): 230–35. http://dx.doi.org/10.14738/assrj.71.7643.

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This study aims to use the theory of multiple intelligences to explore the strategies of music intelligence bridging Chinese comprehension and their impacts on students’ learning. An action research was conducted since the purposes of this study are both to test multiple intelligences theory and to improve Chinese teaching. Several models and approaches have been developed to apply multiple intelligences theory into practice in K-8 classrooms. Baum et al (2005) identified five pathways to apply multiple intelligences theory in the elementary classroom; they are Explorations, Building on Strengths, Understanding, Authentic Problems, and Talent Development. While Viens and Kallenbach (2004) labeled the first fourth as MI Reflections, Bridging Students' Areas of Strengths to Areas of Challenge, Entry/Exit Points, and Projects. The approach of Bridging Students' Areas of Strengths to Areas of Challenge is to create a "bridge" from students' MI strengths to appropriate learning strategies, emphasizing using students' particular strengths to assist in areas of particular difficulty (Viens & Kallenbach, 2004). The models of Vocabulary-in-Song bridging Chinese reading comprehension was built and discussed. Teaching skills which must be coupled with the bridging model were discussed. The hope and limitation of Vocabulary-in-Song bridging Chinese reading comprehension were showed.

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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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Calık, Basak. "Multiple Intelligence Theory for Gifted Education: Criticisms and Implications." Journal for the Education of the Young Scientist and Giftedness 1, no. 2 (December 15, 2013): 1. http://dx.doi.org/10.17478/jeysg.201329002.

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Doviak, Peggy, Patty M. Reed, and Melissa Whiting. "Multiple Intelligence Theory and Literacy: Helping Students Make Meaning." International Journal of Learning: Annual Review 12, no. 2 (2006): 83–88. http://dx.doi.org/10.18848/1447-9494/cgp/v12i02/47067.

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Shodiq, Muhammad Jafar. "Pembelajaran Bahasa Arab Aktif-Inovatif Berbasis Multiple Intelligences." al Mahāra: Jurnal Pendidikan Bahasa Arab 4, no. 1 (June 26, 2018): 125–48. http://dx.doi.org/10.14421/almahara.2018-041-07.

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Learning Arabic will be interesting if deliver by taking characteristics of each intelligence possessed by children. This research aimed to explain how the Multiple Intelligences approach used in designing methods of learning Arabic. Results from this study are expected to assist teachers in teaching Arabic with varying methods based on the theory of multiple intelligences. Pembelajaran bahasa Arab akan menejadi menarik jika penyampaiannya dilakukan dengan memperhatikan karakteristik masing masing kecerdasan yang dimiliki oleh anak. Penelitian ini bertujuan untuk mengungkap bagaimana pendekatan Multiple Intelligences digunakan dalam merancang metode pembelajaran bahasa Arab. Hasil dari penelitian ini diharapkan dapat membantu para pengajar bahasa Arab dalam mengajarkan bahasa Arab dengan metode yang bervariatif berlandaskan pada teori multiple intelligences.

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Хижняк, Інна Анатоліївна, Людмила Цибулько, Ірина Вікторенко, and Наталія Могильова. "IMPLEMENTING THE THEORY OF MULTIPLE INTELLIGENCES INTO PROJECT-BASED MULTIMEDIA LEARNING AT PRIMARY SCHOOL." Information Technologies and Learning Tools 82, no. 2 (April 25, 2021): 18–31. http://dx.doi.org/10.33407/itlt.v82i2.4326.

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The article substantiates the relevance of the use of project-based multimedia learning at primary school. Feasibility of implementing H. Gardner’s theory of multiple intelligences for optimization and increase of efficiency of such work is presented. According to this theory, each person possesses a certain number of relatively autonomous intelligences: verbal-linguistic, logical-mathematical, visual-spatial, kinaesthetic, musical, interpersonal, intrapersonal, naturalistic. Each person has his or her own intellectual profile which is determined by heredity and life experience. The essential characteristics of project-based multimedia learning are determined, in particular, the importance of a teacher’s role during the organization of project-based multimedia learning at primary school is emphasized. Critical analysis of theoretical and practical research has proven the need to study the influence of the information and communication technologies on primary school children with different types of intelligence. The empirical study has identified the correlation between types of intelligence and ICT tools for teaching young students. The authors of the study conclude that the use of multimedia educational projects increases interest and motivates students to engage in learning activities taking into account their psychological features, helps participants in the educational process to rationally plan their activities and better perceive and remember information. The article substantiates the technology of project-based multimedia learning of primary school children in accordance with the theory of multiple intelligences, which determines the sequence of a teacher’s steps for effective organization of project-based multimedia learning based on H. Gardner’s theory of multiple intelligences. The steps or stages of the proposed technology include determining the dominant types of intelligences of each student in the class; organizing students into homogeneous or heterogeneous groups according to their types of intelligences, taking into consideration the goals and objectives of the multimedia project; dividing responsibilities in the group and supporting each student’s work with the appropriate software or Internet resource; conducting general control over the work of the project groups and assisting in the presentation of the multimedia project results.

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Sudsanguan, Salintip, Sakchai Tangwannawit, and Thippaya Chintakovid. "Tangible user interface design for learners with different multiple intelligence." International Journal of Electrical and Computer Engineering (IJECE) 11, no. 4 (August 1, 2021): 3381. http://dx.doi.org/10.11591/ijece.v11i4.pp3381-3392.

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The creation of learning activities responsive to learners with different basic skills has been limited due to a classroom environment and applied technologies. The goals of this research were to develop Tang-MI, a game with a tangible user interface supporting primary school learners’ analytical skills based on the theory of multiple intelligences (MI), and to present design guidelines for a tangible user interface suitable for learners in different MI groups. In this research, the Tangible user interface for multiple intelligence (Tang-MI) was tested with thirty students initially evaluated for their multiple intelligences. The learners’ usage behavior was observed and recorded while the students performed the assigned tasks. The behavioral data were analyzed and grouped into behaviors occurring before performing the tasks, during the tasks, and after completing the tasks. Based on the learners’ usage behavior, the tangible user interface design guidelines for learners in different MI groups were proposed concerning physical equipment design, question design, interactive program design, audio design, and animated visual feedback design. These guidelines would help educators build learning games that respond to the learners’ intelligence styles and enhance students’ motivation to learn.

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Kian, Neo Tse, and Sahar Sabbaghan. "The Relationship Between Gardner’s Multiple Intelligence and Kolb’s Learning Style." International Journal of Knowledge and Systems Science 3, no. 3 (July 2012): 52–59. http://dx.doi.org/10.4018/jkss.2012070105.

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In a diverse work environment, it’s important to have diverse managers, and people with different talents and intelligence in order to deal with different problems. The concept of learning styles is used to describe individual differences in the way people learn. According to Kolb (1984), each person has a unique way to absorb and process experiences and information. He has identified four statistically prevalent learning styles- diverging, assimilating, converging, and accommodating. Gardner’s Multiple Intelligence Theory is very helpful to recognize that people have differing aptitude in different subject areas. In the study, the participants consisted of 153 bachelor students of Management of Multimedia University of Malaysia. They were given two questionnaires, one for Kolb’s learning style and other for Gardner’s Multiple Intelligence inventory and a correlation was conducted. The results showed that there was a significant relationship between Kolb’s Learning Style and Multiple Intelligence. The relationship could be seen particularly in Abstract Conceptualization (AC) and Multiple Intelligences which were Nature, kinesthetic, music, word, interpersonal, and picture. And also a slight relationship between Concrete Experience (CE) and kinesthetic and nature. The results can be found deeper in this article.

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Journal articles on the topic 'Multiple intelligence theory'

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