Journal articles on the topic 'Multiple intelligences'
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Seknun, Faqih, and Mahatir Afandi Attamimi. "IMPLEMENTASI TEORI KECERDASAN MAJEMUK (MULTIPLE INTELLIGENCES) DALAM MENINGKATKAN KOMPETENSI PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM." Journal of Education and Culture 2, no. 2 (June 30, 2022): 132–42. http://dx.doi.org/10.58707/jec.v2i2.295.
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This research is using mixed method (qualitative facilitated by quantitative). The writer using observation, interview, documentation, and questionnaireto collect data. The results of this research has shown that Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject inSMP Negeri 14 Ambon is greatly achieved.Proven with all activities like learning process and extracurricular programsin schools is already supported and developed the ninth intelligences. Although in developing process not all of that intelligences can perfectly achieved and not all of that intelligences has achieved at the same time. The ninth intelligencesis linguistic-verbal intelligence, mathematic-logic intelligence, visual-spacial intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and existencialspiritual intelligence. The supporting factors of Multiple Intelligences Theory issuficientinfrastructure facilities and teachers, good interaction within teacher and student,andgreat cooperation with public. Otherwise the obstacle factors of Multiple Intelligences Theory is less participation from parents, busy teacher, less information about intraschool competition’s events and the variance levels of student intelligences.
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Syaikhu, Ach. "Strategi Pembelajaran Berbasis Multiple Intelligences." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 2, no. 2 (December 16, 2020): 59–75. http://dx.doi.org/10.36835/au.v2i2.416.
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Education is one indicator that creates civilized humans. Every human being has basic intelligence that is owned. Where the basic intelligence describes the essence of self or self-wholeness. Without one of these intelligences, a person cannot become a complete and integrated person. Those basic intelligence are: IQ (Intellectual Intelligence), SQ (Spiritual Intelligence), EQ (Emotional Intelligence), and PQ (Physique Intelligence). The learning process is very important as seen by the role of teacher. When the learning process takes place, there is a process of teaching and learning. But this process is not necessarily going well. As for some of the goals that the author wants to achieve in this paper, among others are: 1) To find out what multiple intelligences are 2) To find out a learning strategy based on multiple intelligences. 3) To find out the teaching strategy for multiple intelligences. From this paper, the author hopes that educators will truly be able to master the multiple intelligences that exist in their students. For this reason, teachers must use Multiple Intelligences Research (MIR) to determine the tendency of students' intelligence.
Pendidikan merupakan salah satu indikator keberhasilan menciptakan manusia yang beradab. Setiap manusia memiliki kecerdasan dasar yang pasti dimiliki. Dimana kecerdasan dasar tersebut menggambarkan hakikat diri atau keutuhan diri. Tanpa salah satunya seseorang tidak dapat menjadi pribadi yang utuh dan terintegrasi. Kecerdasan dasar tersebut yaitu kecerdasan IQ (Intellectual Intelligence), SQ (Spiritual Intelligence), EQ (Emotional Intelligence), dan PQ (Physique Intelligence). Proses pembelajaran sangat penting yang dipengaruhi peran guru didalamnya. Ketika proses pembelajaran berlangsung ada proses guru mengajar dan siswa belajar. Tetapi belum tentu proses ini berjalan dengan baik. Adapun beberapa tujuan yang ingin penulis capai dalam tulisan ini, antara lain 1) Untuk mengetahui apa itu kecerdasan jamak (multiple intelligences) 2) Untuk mengetahui strategi pembelajaran berbasismultiple intelligences. 3) Untuk mengetahui strategi mengajar multiple intelligences. Dari tulisan ini, Penulis memiliki harapan untuk para pendidik agar benar-benar mampu menguasai kecerdasan jamak yang ada pada peserta didiknya. Untuk itu, guru harus menggunakan Multiple Intelligences Research (MIR) guna mengetahui kecenderungan kecerdasan peserta didik.
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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.
4
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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Berlian, Mery, Iqbal Miftakhul Mujtahid, Rian Vebrianto, and Musa Thahir. "Multiple intelligences instrument development: Identification system of multiple intelligences tutor." Research and Evaluation in Education 6, no. 2 (December 31, 2020): 119–29. http://dx.doi.org/10.21831/reid.v6i2.35120.
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Research instruments are an important factor in a study in which the truth of researched results lies that determines the conclusion. Instruments are used to collect data and measure a research variable's object. This study aimed to retest a valid, consistent, and reliable instrument related to multiple intelligences previously developed by McClellan Conti. In this study, Multiple intelligences adapted from American psychologist, Howard Gardner, consisted of nine constructs, namely: (1) physical/kinesthetic, (2) existential/spiritual, (3) interpersonal, (4) intrapersonal, (5) logical thinking, (6) musical/rhythmic, (7) naturalistic, (8) verbal, and (9) visual. Designed as a survey study, it involved 140 respondents from primary education tutors of Universitas Terbuka at Pekanbaru selected using simple random sampling techniques. The data was analyzed using SPSS version 23.00 for Windows. The results showed that all questionnaire items were valid and reliable with a high average Cronbach Alpha reliability value (0.763 0.6), and every statement item has a high value (0.786 – 0.887) with a total construct value of 0.859. This study provides an alternative assessment related to multiple intelligence. Knowing each tutor's multiple intelligences will make the tutor focus more on the superiority of his intelligence. This will have good consequences for the development of the student learning process.
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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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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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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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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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Hart, Kerry. "Multiple Intelligences." Music Educators Journal 85, no. 4 (January 1999): 38. http://dx.doi.org/10.2307/3399532.
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Jago, Carol, Vicky Greenbaum, and Linda Hecker. "Multiple Intelligences." English Journal 85, no. 3 (March 1996): 10. http://dx.doi.org/10.2307/820094.
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Rhyne, Janie. "Multiple Intelligences." Art Therapy 2, no. 2 (June 1985): 84–101. http://dx.doi.org/10.1080/07421656.1985.10758791.
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Mark Lynch, W. "Multiple Intelligences." Teaching Education 7, no. 1 (January 1995): 155–57. http://dx.doi.org/10.1080/1047621950070122.
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Pound, Linda. "Multiple intelligences." Early Years Educator 10, no. 12 (April 2009): 16–18. http://dx.doi.org/10.12968/eyed.2009.10.12.39907.
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Tandoc, Juanito, and Jerbel Mae Garnadozo. "Multiple Intelligences and Level of Mental Ability in Language Learning." International Journal of Linguistics, Literature and Translation 5, no. 4 (March 31, 2022): 32–41. http://dx.doi.org/10.32996/ijllt.2022.5.4.5.
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Several research studies on Mental Ability found that students used multiple intelligences in language learning and in acquiring language skills to improve their proficiency. In this study, the researchers established the possess multiple intelligences of the 1st and 2nd year Civil Engineering students and their level of mental ability in language learning using a descriptive-correlational design. Furthermore, the researchers aimed to determine the relationship between multiple intelligences and level of mental ability in terms of language learning. The results of the study indicated that the 1st and 2nd Civil Engineering possess multiple intelligences. These are linguistic intelligence, spatial intelligence, logical intelligence, body kinesthetic intelligence, music intelligence, interpersonal intelligence, and intrapersonal intelligence. The study also found that the respondents are great at language learning.
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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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Astiti, Putu Juli, Ni Nyoman Parwati, I. Made Tegeh, and I. Komang Sudarma. "Multiple Intelligences-based Interactive Multimedia to Improve Students’ Multiple Intelligences in Kindergarten." Journal of Education Technology 8, no. 1 (April 4, 2024): 194–204. http://dx.doi.org/10.23887/jet.v8i1.73411.
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The main problem in this research is that students' multiple intelligences have not been developed according to their respective talents and interests. This research aims to develop multiple intelligence-oriented multimedia, to increase the multiple intelligences of students in kindergarten. The research method used is development using the ADDIE model. The instruments used were questionnaires and observation sheets. Questionnaires are used to measure the validity and practicality of multimedia by experts and users. Observation sheets are used to measure the effectiveness of multimedia in increasing the multiple intelligences of students in kindergarten. The questionnaire was analyzed quantitatively and descriptively, and the observation sheet was analyzed using quantitative and qualitative descriptive analysis methods. The research results showed that the validity of the design aspect was 93.53%, the learning media aspect was 90.00%, and the learning content aspect was 95.00%. The practicality of interactive multimedia through individual testing obtained a percentage level of 96.67%, and small groups obtained a percentage level of 96.67%. The effectiveness test shows that interactive multimedia is able to develop students' intelligence specifically in five aspects, namely logical-mathematical, musical, kinaesthetic, visual-spatial, and verbal linguistics.
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Abidin, Zainal. "PENGEMBANGAN KECERDASAN MAJEMUK (MULTIPLE INTELLIGENCES) DI MADRASAH." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 2 (December 30, 2017): 120. http://dx.doi.org/10.32332/elementary.v3i2.832.
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Intelligence isn’t black and white there are some aspects of human intelligences not just one only. At least, there are nine types of human intelligence called multiple intelligences. Nine types of intelligence is very affecting the success of a person in the competition of life. This paper will discuss the strategy of developing multiple intelligences in madrasah as one of the Islamic educational institutions. In the reality of educational practice in madrasah shows that the priciple of multiple intelligence has long been alpied througth several materials integrated with each other. The development of potential learners in madrasah has long been developed in the several aspect of emotional, intellctual, spiritual, social and individuality intelligence in accordance with the principles of Islamic teaching.
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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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Mardiana, Tria, Septiyati Purwandari, Arif Wiyat Purnanto, and Agrissto Bintang Aji Pradana. "Multiple Intelligence Research as An Alternative of Learning Design." Urecol Journal. Part A: Education and Training 1, no. 1 (July 8, 2021): 43–50. http://dx.doi.org/10.53017/ujet.62.
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The purpose of this study was to determine the type of intelligence of PGSD students at the University of Muhammadiyah Magelang through the application of Multiple Intelligences Research (MIR), as well as to develop a Multiple Intelligences-based lecture design based on the results of Multiple Intelligences Research (MIR). This research design uses a qualitative approach with a descriptive type. The research method used is a questionnaire and interviews. The research questionnaire is in the form of a Multiple Intelligences Research (MIR) test in which each question item is based on the classification of the theory of Multiple Intelligences. The classification is in the form of 8 theories of intelligence from Howard Gardner, namely, naturalist, interpersonal, intrapersonal, musical, visual, mathematical, linguistic, and kinesthetic. The interview method is used to confirm the results of the Multiple Intelligences Research (MIR) generated from the instruments used. The subject of the research was conducted on PGSD students at the University of Muhammadiyah Magelang. The results of this study, based on the Multiple Intelligences Research (MIR) questionnaire on the subject of PGSD students, showed that there were 3 dominant intelligence tendencies, namely, logical 16%, interpersonal 29%, and naturalist 20%. Lecture design is based on the Multiple Intelligences learning strategy, referring to logical, interpersonal, and naturalist characteristics. Logic refers to the ability to count, measure propositions and hypotheses, as well as number operations. Interpersonal refers to the ability to understand and interact with others effectively. And naturalists, related to the environment and natural sustainability. Through this study, it was concluded that, by designing a lecture based on the type of student intelligence, it could increase the effectiveness and enthusiasm of students in carrying out lectures.
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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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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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Damirchi, Qader Vazifeh, Gholamreza Rahimi, and Hossein Seyyedi. "THE ROLE OF WORKER'S MULTIPLE INTELLIGENCES ON THEIR PRODUCTIVITY IN CULTURAL INSTITUTIONS OF MOGHAN." Australian Journal of Business and Management Research 01, no. 07 (February 10, 2012): 42–50. http://dx.doi.org/10.52283/nswrca.ajbmr.20110107a04.
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The main focus of this study is Cultural Institutions of Moghan region in Iran. The theory of multiple intelligences was developed in 1983 by Howard Gardner. He suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are linguistic intelligence, logical intelligence, spatial intelligence, bodily intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence and Naturalist intelligence. The purpose of this research is surveying of relationship between multiple intelligences and productivity of Cultural Institutions workers in Moghan. The methodology of study is descriptive and analytical study. Data collection instrument was a questionnaire that its reliability was confirmed by Crohn Bach’s alpha and library studies. The results show that, there is a relationship between multiple intelligences and productivity of Cultural Institutions workers in Moghan.
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Fauzy, Mohammad, and Muhammad Nurwahidin. "The Relationship of News Title Writing and Multiple Intelligences of Journalistic Students." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 8, no. 7 (September 29, 2022): 91–96. http://dx.doi.org/10.36344/ccijhss.2022.v08i07.001.
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This study examines the correlation of news headlines with multiple intelligences. What is to be tested is how big the correlation between writing headlines and multiple intelligences, especially with the dimensions of language intelligence and intrapersonal intelligence. If there is a relationship between news headlines and the two dimensions of multiple intelligences, multiple intelligences can be a predictor of a person's competence in writing news, especially as a reporter or editor. This issue, so far as following the publication of news headline research in journals over the last five years (2017 – 2021), has never been studied. In fact, research on the correlation of news headline writing with multiple intelligences can explain the mistakes that occur in news headline writing. The results of this study became the basis for the publishing/journalistic study program to create an intelligence instrument as a tool to identify the competence of prospective (young) journalists. With intelligence instruments, media editors can recruit competent journalists more accurately and easily, especially in news writing. This study uses a survey method for students of the Publishing/Journalistic Study Program, Department of Graphic and Publishing Engineering. The questionnaire was prepared using the Multiple Intelligences scale and the choice of various news titles. The results of the relationship between news headlines and multiple intelligences will be analyzed using a statistical method approach: correlation and factor analysis. The results of this study are that there is a relationship between News Title Writing and Multiple Intelligences, the relationship occurs between Active Sentences containing facts or opinions with the dimensions of Multiple Intelligences Music. There is no influence of Language dimension or Intrapersonal dimension on Music Intelligence. Music can be said to influence someone's news writing. To increase the reliability of the measurement of news ...
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Al – Qamash, Mustafa N. "The Multiple Intelligences Relationships with Some Demographic Variables among a Sample of Students with Learning Difficulties." Journal of Educational and Psychological Studies [JEPS] 6, no. 2 (June 1, 2012): 59–75. http://dx.doi.org/10.53543/jeps.vol6iss2pp59-75.
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This study aims to find out the multiple intelligences among a sample of students with learning difficulties from their own perspective. The sample consisted of 220 students from fourth, fifth, and sixth primary grades in the directorate of education of the greater Amman area. For the purposes of the study, the researcher developed a multiple intelligences assessment tool with 72 items. The tool validity and reliability were estimated and showed acceptable validity and reliability. The findings indicated that social intelligence was the most prevalent, then visual-spatial intelligence, naturalist intelligence, existential intelligence, linguistic intelligences, logical mathematical intelligence, musical intelligence, and interpersonal. The least prevalent was sense of intelligence adynamic. The results also showed differences (p ≤ 0.05) in the prevalence of multiple intelligences of the students with learning disabilities due to sex in favor of females. Also, the results showed differences in the prevalence of multiple intelligences among students with learning disabilities due to the type of learning difficulty.
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Al – Qamash, Mustafa N. "The Multiple Intelligences Relationships with Some Demographic Variables among a Sample of Students with Learning Difficulties." Journal of Educational and Psychological Studies [JEPS] 6, no. 2 (June 1, 2012): 59. http://dx.doi.org/10.24200/jeps.vol6iss2pp59-75.
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This study aims to find out the multiple intelligences among a sample of students with learning difficulties from their own perspective. The sample consisted of 220 students from fourth, fifth, and sixth primary grades in the directorate of education of the greater Amman area. For the purposes of the study, the researcher developed a multiple intelligences assessment tool with 72 items. The tool validity and reliability were estimated and showed acceptable validity and reliability. The findings indicated that social intelligence was the most prevalent, then visual-spatial intelligence, naturalist intelligence, existential intelligence, linguistic intelligences, logical mathematical intelligence, musical intelligence, and interpersonal. The least prevalent was sense of intelligence adynamic. The results also showed differences (p ≤ 0.05) in the prevalence of multiple intelligences of the students with learning disabilities due to sex in favor of females. Also, the results showed differences in the prevalence of multiple intelligences among students with learning disabilities due to the type of learning difficulty.
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Şener, Sabriye, and Ayten Çokçalışkan. "An Investigation between Multiple Intelligences and Learning Styles." Journal of Education and Training Studies 6, no. 2 (January 27, 2018): 125. http://dx.doi.org/10.11114/jets.v6i2.2643.
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Exploring learning style and multiple intelligence type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their learners’ learning styles and multiple intelligences since they can carefully identify their goals and design activities that can teach to the different intelligences, and design student-centered activities. This study aims to reveal secondary school students’ multiple intelligences and learning styles. It also aims to describe gender differences and the relationship between learning styles and multiple intelligences of the students. The research study employed a quantitative research design and the data were collected from the students of a state school in the winter term of 2015-2016 Education Year. The data were gathered by means of the two instruments: The Perceptual Learning-Style Preference Questionnaire (PLSPQ), and the Multiple Intelligence Inventory. It was observed that the students had almost all these types of learning styles but mostly they were found to be tactile and auditory learners. The three intelligence groups: Naturalistic, Visual and Kinesthetic intelligences types received the highest score. The analyses also indicated that there was a significant difference between males and females. It was seen that most of the intelligence types and learning styles had a moderate positive correlation.
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Rosady, Imron. "Humanist Learning With Multiple Intelligences Strategy On Religious Education." FALASIFA : Jurnal Studi Keislaman 13, no. 2 (October 31, 2022): 134–43. http://dx.doi.org/10.62097/falasifa.v13i2.1049.
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Learning in Islamic education is very important in the application of learning with multiple intelligences in Islamic Religious education learning. The learning planning document is called a lesson plan, there is multiple intelligences research at the time of acceptance of new students to find out their intelligence, students are grouped based on their respective intelligence. The implementation of multiple intelligences in Islamic religious education learning in schools has been carried out well. The lesson plan has been owned by the religious education teacher before the lesson is carried out. The main basis for teachers in making lesson plans for religious education learning is the linguistic intelligence of students by adjusting all learning activity plans with linguistic intelligence indicators. The implementation of the multiple intelligences linguistics strategies in religious education learning has been carried out with learning activities that are adapted to the linguistic intelligence of students, both activities at the beginning of learning such as apperception, warner, and scene setting, core activities are presented with methods that are following linguistic intelligence, and activities at the end of the lesson.
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Winandar, Aris Kusmiran, Unan Yusmaniar Oktiawati, Winantu Winantu, Petit Emily, and Spradlin Sunil. "The Role of Multiple Intelligences Theory in Learning." al-fikrah: Jurnal Manajemen Pendidikan 11, no. 1 (January 27, 2023): 1. http://dx.doi.org/10.31958/jaf.v11i1.8588.
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Mutiple intelligences or what is commonly referred to as multiple intelligences, this intelligence is a benchmark for knowing how to solve problems. Mutiple intelligences also measure thinking ability and intellectual development. Therefore, Mutiple intelligences must be applied because this intelligence serves to train and assist in formulating problems and ways to make choices. This study aims to determine the extent to which the implementation of Mutiple intelligences in learning moral creed. This type of research is quantitative, based on data collection, analyzing and displaying data, and interviews. For data collection techniques and interviews conducted online to several teachers, and the data will be displayed in tabular form. The result of this research is to find out whether Mutiple intelligences in learning moral creed has been applied in learning moral creed learning itself. The limitation in this research is that the observations are not carried out thoroughly to all teachers of moral creed learning and interviews are not conducted directly. Based on the results of this study, it is hoped that future researchers will be able to collect data thoroughly so that the results of the observation are more detailed, and can conduct interviews directly without any intermediaries.
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Afyuddin, Moh Sholeh, Rena Rafidania, and Ivan Fajriyanur. "ARABIC LEARNING BASED ON MULTIPLE INTELLIGENCE AT MARKAZ ARABIYA." Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab 11, no. 1 (July 9, 2023): 128–41. http://dx.doi.org/10.24952/thariqahilmiah.v11i1.7614.
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Learning aims to influence students, which is known by changes in behavior, knowledge, and mastery of certain competencies. Learning in a group cannot be avoided from the individual differences of the students. There are several psychological theories that studied the individual differences of students, including the theory of multiple intelligences. One of the educational institutions that apply the concept of multiple intelligences is Markaz Arabiya for Arabic Language. The concept of multiple intelligences is able to classify individual tendencies, so that it can accommodate the intelligence of students in developing Arabic language skills. The research problem is about how is the learning Arabic based on multiple intelligences at Markaz Arabiya for Arabic Language? This research is a qualitative research with descriptive analysis type and uses observation, interviews, and documentation as data collection techniques. The data analysis uses reduction, presentation, and conclusions. The results and findings of this study state that Arabic language learning based on multiple intellegencies at Markaz Arabiya can be seen in integration with four main learning activities: 1) interviews and observations of new students at the beginning of learning, in order to identify their type of intelligence, 2) planning made by identifying certain types of intelligence that can be applied in learning activities, 3) the learning process that uses various methods and student-centered with the principles of learning by doing, and 4) evaluation through written tests to measure stundets’ knowledge and skills tests to measure the ability to apply their knowledge in certain tasks. Several types of intelligence appear to be integrated in a series of learning processes, such as linguistic intelligence, mathematical logic, spatial, musical, kinesthetic, interpersonal, intrapersonal and naturalist intelligence. However, among those the several intelligences, linguistic intelligence, mathematical logic, kinesthetic and interpersonal intelligence, are the most dominant intelligences.
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Doblon, Mark Gerald B. "Senior High School Students' Multiple Intelligences and their Relationship with Academic Achievement in Science." Integrated Science Education Journal 4, no. 1 (January 31, 2023): 01–08. http://dx.doi.org/10.37251/isej.v4i1.298.
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Purpose of the study: This study aims to investigate senior high school students’ multiple intelligences and their academic achievement in science.
Methodology: This study employs a descriptive correlational research design. The respondents of this study were 300 in the 11th Grade of senior high school students. The Multiple Intelligences Inventory is used to assess students' intelligence, while their final grade in science measures academic achievement.
Main Findings: The results of this study showed that senior high school students possess all intelligence to a great extent. Existential intelligence obtained the highest mean score of 3.96, as possessed by the respondents. On the other hand, musical intelligence got the lowest mean score of 3.60. It also showed that all multiple intelligences correlate with academic performance achievement. The correlation analysis showed that all multiple intelligences were statistically significant and could positively predict academic achievement in science.
Novelty/Originality of this study: This present study may give insights to teachers about integrating multiple intelligences in the classroom.
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Fabian, Aaron Christopher, Shane Reza Amath, Harry Canlas, Sandra Dimal, and Pamela Mercado. "Multiple Intelligences: Learners VS Teachers." Proceedings Journal of Education, Psychology and Social Science Research 1, no. 1 (November 22, 2014): 61–67. http://dx.doi.org/10.21016/icepss.14039.
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The study investigated the relationship of the multiple intelligences of the Bachelor of Secondary Education students and their teachers in their major subjects. Four hundred eighty-five (485) BSED students and twenty-two (22) teachers in their respective major subjects participated. The result demonstrates statistically significant in the multiple intelligences of the Bachelors of Secondary Education Major in Technology and Livelihood Education and Music, Arts, Physical Education and Health and their teachers in their respective major subjects. However, the result also demonstrates no significance in the multiple intelligences of the Bachelors of Secondary Education Major in Filipino, English, and Mathematics and their teachers in their respective major subjects. The study shows that the dominant intelligence of the BSED students and their teachers in their major subjects are the interpersonal, intrapersonal, and suited intelligence for their major subjects. The result evidently showed that the BSED students and their major teachers are people and self smart. This only shows that as a teacher, one should know how to socialize appropriately with others and have a deeper understanding with themselves. It also showed that the teachers are really smarter than their students in their major field of specialization. Educators must also consider the multiple intelligences of their students to fully develop their learning capabilities.
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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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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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Rohmah, Ana Ainur, and Jauhari. "Mengembangkan Kecerdasan Kinestetik Anak Usia Dini Melalui Pembelajaran Multiple Intelligences." PRESCHOOL: Jurnal Pendidikan Anak Usia Dini 1, no. 1 (September 9, 2020): 32–41. http://dx.doi.org/10.35719/preschool.v1i1.9.
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Multiple intelligences learning is a way that teachers do in developing the potential possessed by each student throught ativities in learning. This research aims to describe the learning of multiple intelligences in developing shildren’s kinesthetic intelligences. This research method is descriptive qualitative with case studies. Data security is carried out obsevation, interview, and documentation. Data analysis uses data reduction techniques, data presentation, and data verification. And the validity of the data using triangulation sources and triangulation techniques. Bassed on research it was found that learning palnning based on multiple intelligences in developing kinesthetic intelligence in before the learning process takes place the teacher makes the aktivities to be carried out, the materials and tool used as weel the assesment to be carried out. Implementation of learning bassed of multiple intelligences in developing children’s kinesthetic intelligence, that is opening ativities, core activities, and closing aktivities.evaluation of learning bassed on multiple intelligences in developing children’s kinesthetic intelligence, that is processed and the result.the process of student doing activities takes place written on anecdotal notes. And the result of student development are recorded in the child’s development cheklist. Pembelajaran berbasis multiple intelligences adalah salah satu cara yang dapat dilakukan oleh guru dalam mengembangkan kemampuan yang dimiliki oleh anak melalui kegiatan dalam pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan pembelajaran multiple intelligences dalam mengembangkan kecerdasan kinestetik anak. Metode penelitian ini adalah kualitatif dengan studi kasus. Pengambilan data yang dilakukan dengan cara observasi, wawancara, dan dokumentasi. Analisis data menggunakan teknik reduksi data, penyajian data, verifikasi data.dan keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Berdasarkan penelitian didapatkan bahwa perencanaan pembelajaran berbasis Multiple intelligences dalam mengembangkan kecerdasan kinestetik yaitu sebelum proses pembelajaran berlangsung guru membuat kegiatan yang akan dilakukan, bahan dan alat yang digunakan, serta penilaian yang akan dilakukan. Pelaksanaan pembelajaran berbasis Multiple intelligences dalam mengembangkan kecerdasan kinestetik anak yakni kegiatan pembuka, kegiatan inti, dan kegiatan penutup. Evaluasi kegiatan pembelajaran berbasis Multiple intelligences dalam mengembangkan kecerdasan kinestetik anak yaitu proses dan hasil. Proses peserta didik saat melakukan kegiatan berlangsung di tulis dalam catatan anekdot. Dan hasil dari perkembangan peserta didik di catat dalam ceklis perkembangan anak. Kata Kunci: pembelajaran, Multiple intelligences, kecerdasan kinestetik
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Eisner, Elliot W. "Multiple Intelligences: Its Tensions and Possibilities." Teachers College Record: The Voice of Scholarship in Education 106, no. 1 (January 2004): 31–39. http://dx.doi.org/10.1177/016146810410600104.
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This article explores the tensions between Howard Gardner's theory of multiple intelligences and current educational policies emphasizing standardized and predictable outcomes. The article situates Gardner's theory within the historical interests among psychometricians in identifying those core processes that constitute human intelligence. Gardner's theory of multiple intelligences provides a significant contrast to the models of mind that have traditionally been used to understand how people think and make intelligent choices. The pursuit of a single G factor is contrasted with an array of specific intelligences in Gardner's conception. The implications of Gardner's view for education pertain to the cultivation of the various ways in which humans reflect intelligently and the implicit recommendation that individual proclivities, interests, and intelligences be cultivated. Such an approach to schooling would yield differences among the outcomes for children whose intelligences differed. It is this orientation to the aims of education that conflicts dramatically with a standards-driven approach to school improvement.
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Sa’diyah, Zumrotus. "Menumbuhkembangkan Kecerdasan Majemuk Siswa Madrasah Ibtidaiyah Melalui Metode Pembelajaran Quantum Teaching Dan Learning." At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (March 4, 2020): 25. http://dx.doi.org/10.30736/atl.v1i1.74.
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Education aims to educate the nation and develop Indonesian people, the meaning of educating is a process of intelligent life of the nation that has not become a nation of intelligent life. Every human being is born with the potential and intelligence are different and not infrequently they have a lot of intelligence, or more commonly referred to as multiple intelligences. Thus as a teacher in charge understand the intelligences that exist in the students then develop and facilitate student learning by applying quantum teaching and learning hopefully can develop the intelligence of multiple intelligences that exist so that students can form fine Keywords: Multiple Intelligences, Quantum Teaching Learning
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Husnaini, M., Ahmad Syauqi Fuady, and Irnie Victorynie. "Multiple Intelligence in the Perspective of the Qur'an." Indonesian Journal of Islamic Education Studies (IJIES) 3, no. 2 (December 28, 2020): 141–59. http://dx.doi.org/10.33367/ijies.v3i2.1358.
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This is a qualitative-descriptive analytic research aims to explore cues in the Qur'an that describe the concept of multiple intelligences. In Islam, the Qur’an is a complete guide for life. Indeed, many books that talk about multiple intelligences. However, there hasn’t been a book that specifically explain multiple intelligences according to the perspective of the Qur’an. This qualitative research used a literature review (research library)—data obtained through a literary approach in library data collection. The data were then analyzed using a thematic interpretation approach (maudhu'i). The results of this study: (1) deep linguistic intelligence-Nisa: 82, Al-Baqarah: 171, Al-An'am: 50, Ali Imran: 7; (2) Logical-mathematical intelligence in Al-Waqiah: 58-59, Al-Insan: 2, Ar-Ra'du: 3, Al-Anbiya: 30, An-Nur: 43; (3) visual-spatial intelligence in Ar-Ra'du: 3, Qaf: 7-8; (4) kinesthetic intelligence in Al-Baqarah: 219, Yasin: 68; (5) musical intelligence in Asy-Syuara: 221-227; (6) intrapersonal intelligence in Adz-Dzariyat: 21, Al-Baqarah: 44, Yasin: 62, Al-Mulk: 10; (7) interpersonal intelligence in Ar-Rum: 21, Al-Baqarah: 76, Ali Imran: 118; (8) naturalist intelligence in Al-Baqarah: 164, An-Nahl: 11, An-Nahl: 69, Al-Ghasyiyah: 17; (9) existentialist intelligence in Yunus: 24, Az-Zumar: 42, Al-Baqarah: 269. Researchers suggest educational institutions should add new insights regarding their learning strategies with multiple intelligences, especially those whose source of inspiration is the Qur'an and to other researchers should examine concept of musical intelligence, interpersonal intelligence, and naturalist intelligence perspective of the Qur’an
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Ardiansyah, Ardiansyah. "MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI." Musawa: Journal for Gender Studies 13, no. 1 (June 30, 2021): 106–33. http://dx.doi.org/10.24239/msw.v13i1.742.
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The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.
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Ardiansyah, Ardiansyah, and Moh. Alamsyah. "MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI." Musawa: Journal for Gender Studies 13, no. 1 (June 30, 2021): 106–33. http://dx.doi.org/10.24239/msw.v13i1.746.
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The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.
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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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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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Mimid, Lidia Gusnen, Kasmaini Kasmaini, and Elfrida Elfrida. "Correlation between Multiple Intelligence and English Academic Performance of EFL Learners of 11th Grade Students Senior High School." Journal of English Education and Teaching 4, no. 1 (March 3, 2020): 69–86. http://dx.doi.org/10.33369/jeet.4.1.69-86.
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The main purpose of this study was to review intelligence types that students employ in relation to their foreign language learning. This correlational study aimed to investigate the correlation of multiple intelligences and students’ academic performance. The population of this study was 205 student’s 11th grade of senior high school of 03 SELUMA. The data was collected by using total sampling learning English class eleventh senior high school. Data analyzed this study of to investigate the correlation between the multiple intelligences and the academic achievement score of senior high school students. Data was analyzed by descriptive statistics the results from Pearson Correlation of intelligence and academic achievement variables. Based on the data analysis it was found between two variables was 0.348, results showed that low correlation existed between multiple intelligences and academic performance. As a consequence, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. This indicates that multiple intelligences did not significantly affect academic performance. It seems that multiple intelligences were not the only factor that affects the achievement. Intrapersonal the leading intelligence type and the musical intelligence was the least common intelligence type employed by the students who participated in this research.
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Siddiqui, Mrs Tazeen Jamal. "Multiple Intelligences 54." IOSR Journal of Research & Method in Education (IOSRJRME) 07, no. 02 (February 2017): 35–39. http://dx.doi.org/10.9790/7388-0702023539.
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Syafii, Ahmad, Imam Machali, Nur Hidayanto Pancoro Setyo Putro, Heri Retnawati, and Hafidh 'Aziz. "The effects of multiple intelligences theory on learning success: A meta-analysis in social science." International Journal of Evaluation and Research in Education (IJERE) 11, no. 2 (June 1, 2022): 736. http://dx.doi.org/10.11591/ijere.v11i2.22223.
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<span lang="EN-US">Scholars have widely discussed meta-analysis studies on the theory of multiple intelligences. However, no research explicitly discusses the theory of multiple intelligences in the development of social science. This study determined the effectiveness of multiple intelligences on learning achievement in social studies. For this reason, researchers compiled a study that has been carried out to determine the effectiveness of multiple intelligences in meta-analysis. This study used a meta-analysis method. There are six articles used in the study based on the inclusion-exclusion criteria. The meta-analysis findings revealed that multiple learning intelligence had a modest and optimistic impact on students’ social science performance. This study also revealed the magnitude of the effect of multiple intelligence-based learning based on moderator variables at the level of education, treatment implementation time, and type of subject. The research findings provide suggestions for the development of research on multiple intelligence studies in the future.</span>
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Babatunde, Ezekiel Olusegun, and Raymond Ayoola. "INVESTIGATION OF RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES OF HIGHER DEGREE STUDENTS ON ACADEMIC PERFORMANCE IN THE UNIVERSITY OF IBADAN." International Journal of Engineering Technologies and Management Research 7, no. 10 (October 23, 2020): 66–72. http://dx.doi.org/10.29121/ijetmr.v7.i10.2020.755.
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Research into investigation of the relationship between multiple intelligences of learners and academic performance is germane. This study investigated relationship between multiple intelligences of higher degree students and academic performance. Two research questions and three hypotheses guided the correlational study. Three hundred and thirty Master degree students of the University of Ibadan who are randomly selected made the sample. Three validated instruments: Simple Multiple Intelligence Inventory developed by Gardner (r=0.89), Modified MILHDSQ (r=0.87) and the CGPA of students result for the two semesters was used to collect data that was analysed using descriptive and inferential statistics at 0.05 level of significance. The result reveals a very high level of multiple intelligences in the overall mean of 4.34. Students demonstrated very much high intelligence in Logical-mathematical (Xw=4.82), interpersonal (Xw=4.57) and visual (Xw=4.53). Both logical (8.143<0.05) and intrapersonal (19.252<0.05) intelligences are related to academic performance. Moreover, academic performance has high correlation with Logical (0.72) and Linguistic (0.61). This shows a positive correlation between multiple intelligences and academic performance. The result provided opportunity for lecturers’ awareness to observe level of multiple intelligences of students for better guidance to improve academic performance. It is recommended that teaching strategies that will accommodate multiple intelligences be designed by education stakeholders.
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Castil, Maria Lilibeth G. "Mentors' Multiple Intelligences (MI) Teaching Styles and Students’ Multiple Intelligences." International Journal of Education and Learning 5, no. 2 (September 30, 2016): 37–46. http://dx.doi.org/10.14257/ijel.2016.5.2.05.
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Gani, Ismail, Tomoliyus Tomoliyus, and Awan Hariono. "Teachers' awareness of equitable physical education lessons: multiple intelligences." Fizjoterapia Polska 24, no. 2 (June 20, 2024): 14–22. http://dx.doi.org/10.56984/8zg5608qv7.
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Study Purpose. This study aims to determine the level of awareness of elementary school physical education teachers regarding multiple intelligences in the learning process. Methods. This research is quantitative and descriptive. A purposive sampling system was used in this study, involving 57 teachers in the Special Region of Yogyakarta. The instrument is a questionnaire comprising 31 closed statements with a 5-point Likert scale response. Data analysis was performed using descriptive statistical tests. Questionnaire results were analyzed with interval scores. The analysis results were obtained regarding the awareness of elementary school physical education teachers in the Special Region of Yogyakarta regarding multiple intelligences in learning. The results explain that the teacher's mean score for all statements (1-31) is 4.00, categorized as high. Results. The three types of intelligence with the highest scores can be seen in the teacher's awareness of bodily-kinesthetic, interpersonal, and naturalist intelligence, with averages of 4.61, 4.37, and 4.25, respectively, all categorized as very high. Visual-spatial intelligence receives the lowest score, averaging 3.42 (high). The second lowest is musical intelligence, with an average value of 3.56. Other intelligences in the high category include logical-mathematical (4.00), verbal-linguistic (3.84), and intrapersonal (3.91). Conclusions. The findings of this study can be used by the curriculum sector, school principals, and other related organizations to facilitate physical education teachers, especially in integrating visual-spatial and musical intelligence, in training the integration of multiple intelligences in the learning process. Based on the findings of this study, further research into integrating multiple intelligences in physical education is encouraged.
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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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Zambrano, Alberto Stalin Barcia, Gema Alejandra Briones Zambrano, and Gema Maria Mendoza Vergara. "Multiple intelligences and learning problems." International research journal of engineering, IT & scientific research 7, no. 1 (January 28, 2021): 33–45. http://dx.doi.org/10.21744/irjeis.v7n1.1250.
Full textAbstract:
Today many researchers, especially educational researchers, are preparing to learn a little more about intelligence, its characteristics, and singularities. The purpose of this investigation was to carry out an analysis of multiple intelligences and learning problems in the students of the upper basic level, from an Educational Unit of the Province of Manabí, the investigation was carried out using the investigative bibliographic method, to know the foundations of multiple intelligences and the reasons for learning problems. The compilation of scientific information from reliable sources was made, carrying out an analysis based on the observation of the students, showing the difficulties that the students and teachers present in the teaching-learning process.