Journal articles on the topic 'Spatial Intelligence'
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Yani, Ahmad, Asep Mulyadi, and Mamat Ruhimat. "CONTEXTUALIZATION OF SPATIAL INTELLIGENCE: CORRELATION BETWEEN SPATIAL INTELLIGENCE, SPATIAL ABILITY, AND GEOGRAPHY SKILLS." Journal of Baltic Science Education 17, no. 4 (August 20, 2018): 564–75. http://dx.doi.org/10.33225/jbse/18.17.564.
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This research attempted to find whether spatial intelligence (without context) has a correlation to (contextual) spatial ability and affects geographic skills as crystallized ability (Gc). It employed the descriptive method with subjects including students at the primary, junior high, and senior high schools. The data were collected through two instruments, namely test and questionnaire. Data of test results were processed by tabulation technique and correlated for the scores of spatial intelligence, spatial ability, and geographic skills. The results show that spatial intelligence (Gf) tended to increase from the level of primary to junior high and to senior high school level, whereas spatial ability (Gc) and geographic skills (Geo-s) tended to decrease. Despite the decline, all three (Gf, Gc, and Geo-s) had the potentials for improvement. Thus, geography teachers are encouraged to participate in improving students’ spatial and geographic skills, so students can develop their potentials optimally for geographic skills and future career development. Keywords: contextualization, crystallized intelligence, geographic skills, spatial intelligence, intelligence and skill correlation.
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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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Gholam-Shahbazi, Hassti. "The Relationship between Spatial and Musical Intelligences and EFL Learners’ Learning Styles and Vocabulary Knowledge." Journal of Language Teaching and Research 10, no. 4 (July 1, 2019): 747. http://dx.doi.org/10.17507/jltr.1004.09.
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This study investigated the relationship between spatial and musical intelligences and learning styles of EFL learners and their vocabulary knowledge. Accordingly, relationship between spatial intelligence, musical intelligence and vocabulary knowledge, visual learning style, auditory learning style, and kinesthetic learning style with vocabulary knowledge, listening and vocabulary knowledge, and finally spatial, musical intelligence, visual, auditory kinesthetic learning style as independent variables and vocabulary knowledge s dependent variable was examined. This study is an experimental and applied research using four texts to specify participants intelligence their learning styles, vocabulary knowledge and listening knowledge. For this reason, four texts including MIDAS Test of Shearer (1996) the Persian of Spatial, and Musical Intelligence VAK Learning Style Test (Visual, Auditory, Kinesthetic), Vocabulary Levels Test of Nation (2001) One listening Test from the IELTS 5 book were applied. In this study, 200 Iranian senior BA EFL learners from Islamic Azad Universities of Tehran, Male and Female, 22 to 30 years old, majoring in TEFL were examined. Result of data analysis showed that there is a significant relationship between spatial and musical intelligences and learning styles of Iranian EFL learners and their vocabulary knowledge. Also, multiple intelligence plays a significant role in learning vocabulary, as the nature of intelligence represents this issue and shows that learning is a psychological issue and human’s different aspects of learning depends of different aspect of intelligence.
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Eliot, John. "About Spatial Intelligence: I." Perceptual and Motor Skills 94, no. 2 (April 2002): 479–86. http://dx.doi.org/10.2466/pms.2002.94.2.479.
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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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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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Aydoğan, Hakan, and Azamat Akbarov. "SUBJECTIVE ASSESSMENTS OF MULTIPLE INTELLIGENCES AMONG BOSNIAN AND TURKISH STUDENTS." Problems of Education in the 21st Century 67, no. 1 (October 25, 2015): 7–16. http://dx.doi.org/10.33225/pec/15.67.07.
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General intelligence is a good predictor of academic achievement. However, according to Howard Gardner, there are several types of intelligence. They have to be considered in the educational context because education requires various skills and abilities to be employed so that students could be successful. The main aim of our study was to examine subjective assessments of multiple intelligences among adolescents as well as to investigate possible gender differences. The questionnaire called ''Subjective assessment of multiple intelligences'' (SAMI) was applied, which serves us to collect data from the targeted sample of 162 participants in Bosnia and Herzegovina. Firstly, the results showed non-significant gender differences. Secondly, only verbal/linguistic ability significantly correlated with the age of participants. Lastly, almost all correlational coefficients calculated between different types of intelligence were statistically significant. For example, subjective assessment of logical/ mathematical intelligence correlated with intrapersonal abilities/skills, verbal/linguistic intelligence correlated with visual/spatial intelligence, and musical abilities correlated with visual/spatial intelligence as well. Key words: multiple intelligences, subjective assessment, gender differences, Bosnian students.
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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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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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Zhang, Chenfeng, Shuming Bao, Bing She, Xinyan Zhu, and Xu Zhang. "Spatial Intelligence for Regional Analysis." International Journal of Applied Geospatial Research 5, no. 2 (April 2014): 59–73. http://dx.doi.org/10.4018/ijagr.2014040105.
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With the announcement of open information policy by the Chinese government, there has been lots of development in government statistics, Census data, and GIS data. That information provides rich reference for regional analysis in China. The primary challenges under rapid data growth include how to efficiently integrate those space-time data, provide methodology for different research targets, and promote their applications in different fields. This report will present some recent developments of spatial intelligence technologies for spatial data integration, data analysis, as well as their applications. The report will introduce the newly developed spatial explorer (China Geo-Explorer) as a joint effort by the University of Michigan China Data Center and Wuhan University. It will demonstrate how space-time data of different formats and sources can be integrated, visualized, analyzed and reported in a web based system. Some applications in disaster assessment, environment and health, cultural and religious studies will be discussed for China and global studies.
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Dunn, Annie, and John Eliot. "Extraversion-Introversion and Spatial Intelligence." Perceptual and Motor Skills 77, no. 1 (August 1993): 19–24. http://dx.doi.org/10.2466/pms.1993.77.1.19.
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The purpose of this study was to assess whether extraversion-introversion is related to spatial intelligence. First-year psychology students (58 men, 108 women) in an open-admission community college responded to a battery of black and white and color spatial ability tests, and the Eysenck Personality Inventory. As hypothesized, a small but significant relationship was found between scores on extraversion and on the SEK Test (colored spatial test). Gender differences in performance on the spatial tests favored males. Scores on three of the Spatial Dimensionality Tests correlated significantly with those on the SEK Test. Recommendations include investigating the effect of a variety of spatial problems in combination with other personality variables.
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Van Rooy, C., C. Stough, A. Pipingas, C. Hocking, and R. B. Silberstein. "Spatial working memory and intelligence." Intelligence 29, no. 4 (July 2001): 275–92. http://dx.doi.org/10.1016/s0160-2896(00)00039-8.
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Prokýšek, Miloš, and Jiří Štípek. "Spatial Intelligence of University Students." Procedia - Social and Behavioral Sciences 217 (February 2016): 372–76. http://dx.doi.org/10.1016/j.sbspro.2016.02.105.
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Bratko, Denis, Martina Pocrnić, and Ana Butković. "Twins assessing their own and parental intelligence: Examining the raters’ agreement and the effect of raters’ and targets’ gender." Europe’s Journal of Psychology 16, no. 2 (May 29, 2020): 229–48. http://dx.doi.org/10.5964/ejop.v16i2.1853.
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The goal of this study was to explore the raters’ agreement and the effect of raters’ and targets’ gender on self- and parental intelligence assessments in the sample of Croatian twins. Twins were asked to assess their own and their parents’ overall intelligence, as well as specific abilities from the Gardner’s theory of multiple intelligences. Data was analysed to explore: i) twins’ agreement in parental assessments and behavioural genetic analysis of the overall intelligence estimates; ii) gender differences in self- assessments; and iii) raters’ and targets’ gender effects on parental assessments. The twins’ mean correlation in their assessments of overall parental intelligence was .60. The differences between monozygotic and dizygotic twin correlations were nonsignificant for all of the estimated abilities, and model fitting analysis indicates that hypothesis about genetic effect on parental assessment of intelligence should be rejected. The hypotheses about males’ higher self-assessments for overall intelligence and for the masculine types of abilities - logical-mathematical, body-kinesthetic and spatial abilities - were confirmed. For the feminine types of abilities - verbal/linguistic, inter- and intra- personal intelligences - there were no significant gender effects. Both target and rater effect were found for the parental estimates of intelligence. Fathers were estimated higher on overall intelligence, logical-mathematical, body-kinesthetic and spatial abilities, while mothers were estimated higher on interpersonal and intrapersonal intelligence. The effect of the raters’ gender was found for overall intelligence as well as for inter- and intra- personal intelligences, where males gave higher estimates of parental intelligences than females.
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Hidayah, Rofik Andi. "PENGEMBANGAN MULTIPLE INTELLIGENCES MELALUI PEMBELAJARAN KREATIF DI RUMAH KREATIF WADAS KELIR (RKWK) KELURAHAN KARANGKLESEM RT 07/05 KECAMATAN PURWOKERTO SELATAN KABUPATEN BANYUMAS." Jurnal Penelitian Agama 16, no. 2 (September 10, 2015): 267–82. http://dx.doi.org/10.24090/jpa.v16i2.2015.pp267-282.
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Abstract: The results of this paper indicate that the implementation of the development of multiple intelligences in the Wadas Kelir Creative House (RKWK) is done through creative learning, ie leaming-based games to develop children's creativity in accordance with the potential of intelligence has, especially 5 (five) intelligence developed, namely language intelligence (linguistic-verbal), numbers intelligence (logical-mathematical), picture intelligence (visual-spatial), body intelligence (kinesthetic), and musical intelligence. However, other intelligence such as social-interpersonal intelligence, self-reflection intelligence (intrapersonal) and naturalistic intelligence also can not be neglected in leaming activities and become an integral part in it. The workleaming products children were sent to the media and exhibited and performed in a particular activity or event.
Keywords: Multiple Intelligences, Creative Leaming, Rumah Kreatif Wadas Kelir (RKWK).
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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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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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Swami, Viren, Adrian Furnham, and Susan Zilkha. "Estimates of Self, Parental, and Partner Multiple Intelligence and their Relationship with Personality, Values, and Demographic Variables: A Study in Britain and France." Spanish journal of psychology 12, no. 2 (November 2009): 528–39. http://dx.doi.org/10.1017/s1138741600001906.
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In the present study, 151 British and 151 French participants estimated their own, their parents' and their partner's overall intelligence and 13 ‘multiple intelligences.’ In accordance with previous studies, men rated themselves as higher on almost all measures of intelligence, but there were few cross-national differences. There were also important sex differences in ratings of parental and partner intelligence. Participants generally believed they were more intelligent than their parents but not their partners. Regressions indicated that participants believed verbal, logical-mathematical, and spatial intelligence to be the main predictors of intelligence. Regressions also showed that participants' Big Five personality scores (in particular, Extraversion and Openness), but not values or beliefs about intelligence and intelligences tests, were good predictors of intelligence. Results were discussed in terms of the influence of gender-role stereotypes.
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DONG, TIANSI. "MODELING HUMAN INTELLIGENCE WITH SLOW INTELLIGENCE SYSTEMS." International Journal of Software Engineering and Knowledge Engineering 22, no. 08 (December 2012): 1039–53. http://dx.doi.org/10.1142/s0218194012400141.
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Chang [S. K. Chang, A general framework for slow intelligence systems, International Journal of Software Engineering and Knowledge Engineering, 20(1) (2010) 1–18.] argues that slow intelligence is a property shared by a large number of intelligent systems, and proposes a general framework, which has quick/slow decision cycles. The aim of this paper is to show that the general framework is applicable for modeling human intelligence. We show that the quick/slow decision cycles model the procedural/declarative memory system, and collect supports from adults' second language acquisition and aphasic bilinguals. As spatial cognition is fundamental in human intelligence, we show in detail how object tracing can be simulated within slow intelligence framework. We introduce a psychological experiment on object tracing, and present two rules in psychology which govern object tracing results under certain conditions, namely, the rule of minimal spatial transformation, and the rule of categorical continuity. We review related works in spatial knowledge representation and reduce object tracing problems into the problem of object mapping. We show that the following capabilities can be simulated in the slow intelligence framework: the capability of acquiring knowledge about one scene, and the capability of mapping object between scenes. An experimental result is presented.
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Silwana, Amalia, Subanji Subanji, Muhamatsakree Manyunu, and Arifah Adlina Rashahan. "Students’ Responses Leveling in Solving Mathematical Problem Based on SOLO Taxonomy Viewed from Multiple Intelligences." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 1 (April 20, 2020): 1–16. http://dx.doi.org/10.23917/ijolae.v3i1.10528.
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This research aimed to determine the level of student response with logical-mathematical, verbal-linguistic, and visual-spatial intelligence tendency in solving mathematical problems of linear programming material based on SOLO taxonomy. The level of students’ responses as the output in this research is expected to be used as a reference by mathematics teachers to determine the appropriate learning methods and strategies in accordance with the tendency of students' multiple intelligence types. It can be useful in realizing the effectiveness of mathematics learning about what needs to improved and emphasized in learning so that all students can achieve optimal responses in solving mathematical problem and can develop their multiple intelligences. This research is descriptive qualitative research with six students in the 11th Grade of SMAN 1 Gondanglegi as research subjects: two students with logical-mathematical intelligence tendency, two students with verbal-linguistic intelligence tendency, and two students with visual-spatial intelligence tendency. Data collection was done by providing multiple intelligence classification tests, linear programming problem tests, and interviews. The result of the research showed the students’ response level in solving the mathematical problem of linear programming material based on SOLO taxonomy is that students with logical-mathematical intelligence tendency reached extended abstract response level, students with verbal-linguistic intelligence tendency reached multistructural response level, and students with visual-spatial intelligence tendency reached multistructural and relational response level.
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Wu, Celimuge, Zhi Liu, Di Zhang, Tsutomu Yoshinaga, and Yusheng Ji. "Spatial Intelligence toward Trustworthy Vehicular IoT." IEEE Communications Magazine 56, no. 10 (October 2018): 22–27. http://dx.doi.org/10.1109/mcom.2018.1800089.
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Winter, Stephan. "Spatial Intelligence: Ready for a Challenge?" Spatial Cognition & Computation 9, no. 2 (May 20, 2009): 138–51. http://dx.doi.org/10.1080/13875860902893868.
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Jackson, Douglas N., Philip A. Vernon, and Douglas N. Jackson. "Dynamic spatial performance and general intelligence." Intelligence 17, no. 4 (October 1993): 451–60. http://dx.doi.org/10.1016/0160-2896(93)90012-t.
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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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Mahaputri, Dwi Settya. "Multiple Intelligence of the Fourth Year English Department Students of STKIP Abdi Pendidikan Payakumbuh." Al-Ta lim Journal 21, no. 2 (July 19, 2014): 127–37. http://dx.doi.org/10.15548/jt.v21i2.90.
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Multiple Intelligence (MI) is very important to modern education because its main point is that every individual has eight intelligences and they all work together in a unique way. This research belongs to Descriptive research analyzing students’ MI of the fourth year English department of STKIP Abdi Pendidikan Payakumbuh. The data were collected through questionnaires which had been distributed to 20 students. Then it was analyzed by interpreting in each Intelligence. The finding shows that most of the students had good in Interpersonal Intelligence, Musical Intelligence, and Intrapersonal Intelligence. And they are good enough at Naturalist Intelligence, Bodily-kinesthetic Intelligence, and Spatial Intelligence. However, they are low at Linguistic Intelligence and Logical-mathematic Intelligence.
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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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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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LU, CHANG-TIEN, DECHANG CHEN, and YUFENG KOU. "MULTIVARIATE SPATIAL OUTLIER DETECTION." International Journal on Artificial Intelligence Tools 13, no. 04 (December 2004): 801–11. http://dx.doi.org/10.1142/s021821300400182x.
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A spatial outlier is a spatially referenced object whose non-spatial attribute values are significantly different from the values of its neighborhood. Identification of spatial outliers can lead to the discovery of unexpected, interesting, and useful spatial patterns for further analysis. Previous work in spatial outlier detection focuses on detecting spatial outliers with a single attribute. In the paper, we propose two approaches to discover spatial outliers with multiple attributes. We formulate the multi-attribute spatial outlier detection problem in a general way, provide two effective detection algorithms, and analyze their computation complexity. In addition, using a real-world census data, we demonstrate that our approaches can effectively identify local abnormality in large spatial data sets.
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Narpila, Suci Dahlya. "PERBEDAAN KECERDASAN SPASIAL ANTARA SISWA LAKI-LAKI DAN SISWA PEREMPUAN KELAS X SMA YPK MEDAN PADA MATERI GEOMETRI." Jurnal Prinsip Pendidikan Matematika 2, no. 1 (November 29, 2019): 34–41. http://dx.doi.org/10.33578/prinsip.v2i1.39.
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This research stems from the writer’s curiosity about the difference of spatial intelligence between male and female students in SMA YPK Medan. The purpose of this research was to describe data of the difference of spatial intelligence between male and female students. This research was a comparative causal research. The sample of this research were 65 students of SMA YPK Medan, which consisted of 32 were female students and 33 were male students. Data to be collected in this research was the data of student’s spatial intelligence which were grouped, i.e. the data of female students spatial intelligence and the data of male students spatial intelligence. The data were collected then analyzed by independent samples t-test in SPSS program. From result of SPSS obtained data Sig 0,02 < 0,05. Based on the result of data analysis could be conluded that there were the difference of spatial intelligence between male and female students in SMA YPK Medan. The average spatial intelligence of male students were 27,06 higher than the average spatial intelligence of female students were 26,76. Then it could be concluded the spatial intelligence of male students better than the spatial intelligence of female students.
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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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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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Saputri, Kurnia. "The Identification of Multiple Intelligence in Relation to English Achievement of the Sixth Graders of SD Negeri 32 Palembang." ENGLISH FRANCA : Academic Journal of English Language and Education 2, no. 2 (December 31, 2018): 159. http://dx.doi.org/10.29240/ef.v2i2.588.
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The Identification of Multiple Intelligence in relation to English Achievement of the sixth graders of SD N 32 Palembang. Based on the data analysis, there were five major findings: First, linguistic, logical, spatial, musical, and interpersonal intelligences were types of intelligence of the sixth graders. Second, most of the students dominantly have interpersonal intelligence. Third, based on the calculation of z scores (standard scores), Logical-Ma thematical intelligence was the type of intelligence that had better English achievement because this type had the positive scores higher than the negative scores. Fourth, the variance of population was homogeneous. Fifth, the mean value of population was homogeneous and correlated each other.
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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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Guesgen, Hans W., and Joachim Hertzberg. "Spatial persistence." Applied Intelligence 6, no. 1 (January 1996): 11–28. http://dx.doi.org/10.1007/bf00117598.
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Gruen, Armin. "SMART Cities: The need for spatial intelligence." Geo-spatial Information Science 16, no. 1 (March 2013): 3–6. http://dx.doi.org/10.1080/10095020.2013.772802.
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Li, Deren, Zhenfeng Shao, and Ruiqian Zhang. "Advances of geo-spatial intelligence at LIESMARS." Geo-spatial Information Science 23, no. 1 (January 2, 2020): 40–51. http://dx.doi.org/10.1080/10095020.2020.1718001.
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Lim, Kenneth Y. T. "Augmenting Spatial Intelligence in the Geography Classroom." International Research in Geographical and Environmental Education 14, no. 3 (August 15, 2005): 187–99. http://dx.doi.org/10.1080/10382040508668350.
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Komninos, Nicos. "Intelligent cities: Variable geometries of spatial intelligence." Intelligent Buildings International 3, no. 3 (July 2011): 172–88. http://dx.doi.org/10.1080/17508975.2011.579339.
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Idrees, Amira M., Mohamed H. Ibrahim, and Ahmed I. El Seddawy. "Applying spatial intelligence for decision support systems." Future Computing and Informatics Journal 3, no. 2 (December 2018): 384–90. http://dx.doi.org/10.1016/j.fcij.2018.11.001.
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Fatmawati*, Baiq, Nuryani Y. Rustaman, and Purwati Kuswarini Suprapto. "Assessing Visual Spatial Intelligence on Biology Content." Jurnal Pendidikan Sains Indonesia 9, no. 1 (January 16, 2021): 85–98. http://dx.doi.org/10.24815/jpsi.v9i1.18577.
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One of the assessments in the learning processes is assessment of skills, the drawing is one of the competancy components standard of graduation in 2013 curriculum. However, teachers rarely do this assessment during the learning process instead microscopic practicum on abstract material including biology subjects. The research aim is to assess students' spatial visual intelligence on plant cell material and plant tissues, find out understanding concepts and student responses to apply spatial visual learning. The participants were 20 students SMA NW Pancor. Data collection used was students’ worksheets, and questionnaires. The data analysis was qualitative descriptive. The findings, spatial visual intelligence was seen when the teacher asked students to draw 2D cells and plant tissues before began to the core material, but did not appropriate with its’ original design. There are differences in the acquisition of scores on plant cell and tissue material, this proves that to help students' memory in making 2D images and understanding concepts, contextual media is needed such as by showing real objects and or it can also be done practicum. Therefore, the teacher can identify early about assessing the spatial visual competence, it was done by looking at the similarity of images made to the original, from the images made can be seen the students’ concepts mastery of the material being taught.
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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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Rahmawati, Laila Eka, Linda Mayasari, and Sulton Dedi Wijaya. "MULTIPLE INTELLIGENCES PROFILE OF EFL STUDENTS AT SMP MUHAMMADIYAH 15 SURABAYA." Scientia: Jurnal Hasil Penelitian 5, no. 1 (August 8, 2020): 16–20. http://dx.doi.org/10.32923/sci.v5i1.1334.
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This research analyzes the multiple intelligences in English Foreign Language (EFL), especially in 8A grade students. It identifies the multiple intelligences profile based on the frequency of multiple intelligence (MI) types, students’ high scores, and low scores. This research uses descriptive qualitative design. The subject of this research was 8A grade students in SMP Muhammadiyah 15 Surabaya. The instruments of the research were Multiple Intelligences Questionnaires, IQ results, and documentation of English mid-test scores in the second semester. From analysis and discussion, it was found that this class’s IQ score average is 86, and the most dominant intelligence type is musical. For the five highest score students’ there were four types of intelligence that they had. They were interpersonal, naturalist, logical-mathematical, and musical. Meanwhile, five low English achievers had four types of multiple intelligence namely were musical, interpersonal, naturalist, and visual-spatial. In conclusion, the class has diversity in multiple intelligence. Multiple Intelligence types cannot refer to a certain group, in this case, groups based on their English score, because some MI types can be found in the high and low English achiever groups.
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Furnham, Adrian, Agata Wytykowska, and K. V. Petrides. "Estimates of Multiple Intelligences: A Study in Poland." European Psychologist 10, no. 1 (January 2005): 51–59. http://dx.doi.org/10.1027/1016-9040.10.1.51.
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Abstract. Participants from Poland (N = 258) provided estimates of their own, their parents', and their grandparents' general and multiple intelligences. Males gave higher self-estimates than females on general, spatial, and musical intelligence. There was evidence of perceived generational differences in estimates of general intelligence, with participants rating themselves slightly higher than their parents, and their parents slightly higher than their grandparents. Regression analyses showed that the most consistent predictors of estimated general intelligence were verbal, mathematical, and intrapersonal intelligence. A comparison between Polish and British (N = 185) data revealed interesting cultural effects, primarily concerning father and mother estimates. Overall, the results were broadly in line with those of other studies, although several cultural differences are noted and discussed.
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Hasanah, Uswatun. "PENGEMBANGAN KECERDASAN JAMAK PADA ANAK USIA DINI." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 4, no. 1 (January 16, 2017): 1. http://dx.doi.org/10.21043/thufula.v4i1.1938.
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<p>Multiple intelligences development in early childhood is a learning process that will be developed by early childhood educators in the implementation of learning educators who want to teach a subject matter, then the educators to teach in accordance with the trend of learning styles of learners. Because in one classroom there are some students who each have different intelligences. This research on multiple intelligence development in early childhood.</p><p> </p><p>The purpose of this study were (1) to determine the definition of multiple intelligences; (2) to determine the types of multiple intelligences; (3) to implement learning activities focused on the development of intelligence plural (multiple intelligences).</p><p> </p><p>This paper use a qualitative approach (library research). It try to gain an understanding of the holistic about the problems being faced by the reality (Sugiyono (2010: 1). The method of this study appeared as a paradigm shift in looking at reality or phenomena or symptoms.</p><p> </p><p>Every school should be able to develop intelligence potential of each child. Paradigm of intelligence and child's success is only assessed on IQ or mark, whereas the concept of multiple intelligences is, Howard Gardner argues that each student is intelligent. And intelligence is not just one, but plural. The type rather than the multiple intelligences include, among others: (1) Intelligence of logic or mathematics is the intelligence in terms of numbers and logic. ; (2) The language or linguistic intelligence is the intelligence of word processing, or the ability to use words effectively both orally and in writing. ; (3) visual-spatial intelligence is one part of the plural intelligence which is closely linked to the ability to visualize images; (4) musical intelligence is the ability to handle musical forms; (5) Physical intelligence is an intelligence which currently use are capable of doing great movements, such as running, dancing .; (6) The naturalist intelligence is the expertise to identify and categorize the species (flora and fauna) in the surrounding neighborhood .; (7) intrapersonal intelligence is the ability of ourselves to think reflectively; (8) Interpersonal intelligence is to think by communicating with others; (9) an existential intelligence is the ability to feel and appreciate the variety of spiritual experiences on the appropriate lesson or understanding of faith in God.</p>
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Luini, Lorenzo P., Davide Cardellicchio, Fulvia Felletti, and Francesco S. Marucci. "Socio-Spatial Intelligence: social media and spatial cognition for territorial behavioral analysis." Cognitive Processing 16, S1 (July 31, 2015): 299–303. http://dx.doi.org/10.1007/s10339-015-0711-z.
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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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Acedo, Albert, Marco Painho, Sven Casteleyn, and Stéphane Roche. "Place and City: Toward Urban Intelligence." ISPRS International Journal of Geo-Information 7, no. 9 (August 23, 2018): 346. http://dx.doi.org/10.3390/ijgi7090346.
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Place, as a concept, is subject to a lively, ongoing discussion involving different disciplines. However, most of these discussions approach the issue without a geographic perspective, which is the natural habitat of a place. This study contributes to this discourse through the exploratory examination of urban intelligence utilizing the geographical relationship between sense of place and social capital at the collective and individual level. Using spatial data collected through a web map-based survey, we perform an exhaustive examination of the spatial relationship between sense of place and social capital. We found a significant association between sense of place and social capital from a spatial point of view. Sense of place and social capital spatial dimensions obtain a non-disjoint relationship for approximately half of the participants and a spatial clustering when they are aggregated. This research offers a new exploratory perspective for place studies in the context of cities, and simultaneously attempts to depict a platial–social network based on sense of place and social capital, which cities currently lack.
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Furnham, Adrian, Thomas Li-Ping Tang, David Lester, Rory O'Connor, and Robert Montgomery. "Estimates of Ten Multiple Intelligences." European Psychologist 7, no. 4 (December 2002): 245–55. http://dx.doi.org/10.1027//1016-9040.7.4.245.
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A total of 253 British and 318 American students were asked to make various estimates of overall intelligence as well as Gardner's (1999a) new list of 10 multiple intelligences. They made these estimations (11 in all) for themselves, their partner, and for various well-known figures such as Prince Charles, Tony Blair, Bill Gates, and Bill Clinton. Following previous research there were various sex and nationality differences in self-estimated IQ: Males rated themselves higher on verbal, logical, spatial, and spiritual IQ compared to females. Females rated their male partner as having lower verbal and spiritual, but higher spatial IQ than was the case when males rated their female partners. Participants considered Bill Clinton (2 points) and Prince Charles (5 points) less intelligent than themselves, but Tony Blair (5 points) and Bill Gates (15 points) more intelligent than themselves. Multiple regressions indicated that the best predictors of one's overall IQ estimates were logical, verbal, existential, and spatial IQ. Factor analysis of the 10 and then 8 self-estimated scores did not confirm Gardner's classification of multiple intelligences. Results are discussed in terms of the growing literature in the self-estimates of intelligence, as well as limitations of that approach.
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Mujib, Mujib, and Mardiyah Mardiyah. "Kemampuan Berpikir Kritis Matematis Berdasarkan Kecerdasan Multiple Intelligences." Al-Jabar : Jurnal Pendidikan Matematika 8, no. 2 (December 25, 2017): 187. http://dx.doi.org/10.24042/ajpm.v8i2.2024.
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Based on the cognitive development of junior high school students began to be able to think formal, able to think the high level of mathematical thinking or high-level mathematical thinking, and mathematical thinking with a low order or low-level mathematical thinking). The research method used is descriptive qualitative. Taking the subject in this study is to use purposive sampling techniques. Being the subject of research is the students of SMP PGRI Class VII as much as 35 Bandar Lampung academic year 2017/2018. Data technique used is test method, questionnaire, observation, and interview. Data analysis is done descriptively qualitative. This research looks at mathematical thinking based on students' multiple intelligences. Students are Linguistic Intelligence, Logic-Mathematics and Spatial Intelligence. Each intelligence of multiple intelligences capable of reading the problem well, able to store information, images of different mathematical symbols. Being able to understand what to do, have ideas to math symbols. Students can make mathematical formulas clearly, able to differentiate, equate, integrate, classify between variables analyze, summarize, criticize, predict, compose, build, plan, discover, renew, ner, strengthen, beautify, compose. Students who have the tendency of intelligence Linguistic Intelligence how to translate keywords used word for word more compiled. Logical-Mathematical Intelligence. the methods used in solving mathematical problems are seen more structured results, and Intelligence Intelligences ways used with cultural patterns.