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Journal articles on the topic 'Multiple intelligences based instruction'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Yaumi, Muhammad, Sitti Fatimah Sangkala Sirate, and Andi Anto Patak. "Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers." SAGE Open 8, no. 4 (October 2018): 215824401880921. http://dx.doi.org/10.1177/2158244018809216.

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This study was designed to promote teachers’ understanding of the learner-centered approach through training the multiple intelligences-based instructions, improve teachers’ performance in designing learner-oriented instruction, and improve teachers’ performance in implementing instruction. This study used proactive action research involving 126 teachers (informants) as trainees and instructional design members, came from 10 elementary Madrasah in Indonesia, 36 of them were mentored, and 192 students participated in a focus group discussion. There were 10 principals and two supervisors to be research collaborators. Teachers’ understanding and performance improvement through training multiple intelligence-based instructions, designing student-centered approach, and mentoring the implementation of student-centered learning indicated significant contribution. The teachers’ understanding of multiple intelligence-based instruction was the majority in the good category. The activity of designing the student-centered approach gave a good contribution to the capability of designing every single one of the multiple intelligences-based strategies. The mentoring system improved teachers’ performance greater than those of training and instructional design. Implementation of training, instructional design, and the mentoring system implies improving learning processes and outcomes. Strengthening the recruitment system of teachers and performance improvement, capacity building of educators to design models, approaches, strategies, methods, and learning activities, as well as establishing togetherness on all lines; government, principals, supervisors, community, and teachers as the primary element.
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Gurcay, Deniz, and Hatice Ozturk Ferah. "THE EFFECTS OF MULTIPLE INTELLIGENCES BASED INSTRUCTION ON STUDENTS’ PHYSICS ACHIEVEMENT AND ATTITUDES." Journal of Baltic Science Education 16, no. 5 (October 25, 2017): 666–77. http://dx.doi.org/10.33225/jbse/17.16.666.

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The aim of this research is to examine the effects of multiple intelligences based instruction on the 9th grade students’ achievements and attitude towards the Force and Motion topics in physics. The participants of this research are composed of randomly selected 95 ninth graders, who were divided into two experimental and two control classes. The experimental groups were exposed to lesson plans based on the multiple intelligences for six weeks. In the control groups, traditional instruction was conducted. Force and Motion Achievement Test, Force and Motion Attitude Scale, Revised Student Multiple Intelligences Profile Questionnaire and Students’ Views about MI-based instruction Questionnaire were used as research instruments in this research. As a result of this research, it was found that multiple intelligences based instruction had a significant effect on students’ achievements in the Force and Motion topics. However, multiple intelligences based instruction had any significant effect on students’ attitudes towards force and motion topics. In addition, a large majority of the students in the experimental group found the courses based on multiple intelligences more enjoyable and found more instructive. Keywords: force and motion, multiple intelligences, physics education.
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Badajos, Lennie M., and Crispina V. Diego. "Practices of Multiple Intelligence Instruction and Teaching Performance of Public Elementary School Teachers." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 59–60. http://dx.doi.org/10.52006/main.v3i2.274.

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Managing students in the classrooms with multiple intelligences is one of the tough issues teachers encounter. The practice of multiple intelligences instruction depends mainly on the teacher's performance in teaching. That is to challenge the students by setting high standards for further achievement and evaluate students' progress. The theory of Multiple Intelligence (MI) resonates with many educators. It gives an idea to create a relatively even distribution of students of different abilities and diverse educational needs. It has been found out that teachers who based their instructional practices on MI theory have more authentic classrooms, and students are more genuinely engaged in class. Hence, the paper describes the extent of multiple intelligences instructional practices and the level of teaching performance of the public elementary school. Likewise, it sought to determine the significant relationship between multiple intelligences instructional practices, teaching performance, and demographic profile of teachers.
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Nelson, Garet. "Internet/Web‐Based Instruction and Multiple Intelligences." Educational Media International 35, no. 2 (June 1998): 90–94. http://dx.doi.org/10.1080/0952398980350206.

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

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AbstractThis reserach elaborates on the Arabic instruction, especially speaking skill based on Multiple Intelligences Theory. The research problems are: (1) what is the process of Arabic instruction based on Multiple Intelligences; and (2) what is the effectiveness of the use of Multiple Intelligence Theory in Arabic instruction, specially speaking skill. The design of this study is experimental study. Thus to get a focus, the researcher determines to use population and sample only for students who have word smart and auditory learning style by applying Multiple Intelligences Research. The result of this study is: (1) the process of speaking skill based on Multiple Intelligences Theory consist of personality, guideline (title, material, competence standard, indicator, period), procedure (scene setting, preface activity, main activity, closing activity), evaluation; (2) the result of speaking skill by using Multiple Intelligences theory in post test in experiment group is mean 79,16, paired different mean 23,33, standard deviation 7,35, standard error 3,00, t-test 5,534 and significant value 0,003 and the effectively level of the use of Multiple Intelligences theory in speaking skill is t-test 5,534, this level is higher than t-table 1% (2,11) and 5% (2,29).الكليمات الرئيسية: الذكاء، جوانب الذكاءات المتعددة، مهارة الكلام
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6

Pelenkahu, Noldy. "Multiple Intelligences-Based Instructional Strategy of English Academic Writing Skill Instruction (MIB-IS of EAWSI): A Classroom Action Research at One of Indonesia Senior High School." Studies in English Language Teaching 5, no. 4 (November 23, 2017): 792. http://dx.doi.org/10.22158/selt.v5n4p792.

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<p><em>This study is focused on the implementation of Multiple Intelligences-Based Instructional Strategy (MIB-IS) to improve students English Academic Writing Skill Instruction (EAWSI). It uses Classroom Action Research (CAR). There are four steps in this CAR: (1) plan, (2) action, (3) observation, and (4) reflection. Multiple Intelligences-Based Instructional Strategy (MIB-IS) can improve Senior High School students’ academic writing (argumentative essay writing) in eight students’ intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist) following the writing process of creating, outlining, drafting, and polishing. The process of academic writing instruction through MIB-IS will be more effective if the students are able to be more active in following every single step of writing process to hit the big issues of content, organization, unity, coherence, logic and the smaller issues of grammar, sentence-structure, punctuation, and spelling. And by giving an academic writing exercise in every phase of instruction is really important to improve students’ argumentative essay writing skill for students to master the concepts comprehensively and integrated properly. And so, the school as an educational institution must prepare its students to go to the university by the capability of supporting MIB-IS implementation in academic writing instruction as an effective English instructional strategy.</em></p>
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7

Yaumi, Muhammad. "Perbaikan Kinerja Guru Madrasah Ibtidaiyah: Pelatihanan, Perancangan, dan Pendampingan." JTP - Jurnal Teknologi Pendidikan 20, no. 1 (July 25, 2018): 28–42. http://dx.doi.org/10.21009/jtp.v20i1.7844.

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The purposes of this study were to increase teachers' understanding of multiple intelligences through learner-centered approach, improve teachers’ performance in designing learner characteristics-oriented instruction, and improve teachers’ performance in implementing instruction. This study used action research by using proactive design involving 26 respondents from 10 elementary Madrasah in Gowa, South Sulawesi and 4 collaborators. The methods of data collection were observation, interview, and test. The collected data were analyzed by using a mixed method (qualitative and quantitative). The results showed that the implementation of training on multiple intelligence based learning proved to increase teachers' understanding of learner centered approach and contribute an average score 32.61% of teachers’ performance improvement, designing multiple intelligences based learning proved to give a contribution of 26.55% to the teachers’ performance improvement, and mentor system proved to give contribution of 23,86% to the teachers’ performance improvement in instructional implementation. It is suggested that the implementation of training should be followed by workshop and training in order to increase teachers’ performance.
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Abdulrazzaq Al-Mahbashi, Asma’a, Noorizah Mohd Noor, and Zaini Amir. "The Effect of Multiple Intelligences on DDL Vocabulary Learning." International Journal of Applied Linguistics and English Literature 6, no. 2 (January 4, 2017): 182. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.182.

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Over the past decades, the potential for the direct use of corpora known as data driven learning (DDL) has gained great prominence in English language classrooms. A substantial number of empirical studies demonstrated that DDL instruction positively affects students’ learning. As learning outcomes can be affected by individual differences, some researchers have investigated the efficiency of DDL in the light of learners’ different characteristics to determine the type of learners who were more responsive to DDL. The DDL literature has indicated the need for more research addressing for whom DDL best suits. Therefore, the aim of the current study was to examine whether or not learners’ predominant intelligences were significant predictors of DDL learning outcomes. The sample for this study included 30 female EFL Yemeni students at Sana’a University. The study used three primary instruments: a multiple intelligence questionnaire, a posttest and a delayed test on the vocabulary that was taught using DDL. The result of the correlation analyses between the participants’ three identified predominant intelligences and their performances in the posttest and delayed test showed an insignificant relationship between the variables. The regression analyses results also revealed that the predominant intelligences insignificantly predicted the participants’ posttest and delayed test performances. Based on these findings, learners’ needs and preferences should be activated and addressed by classroom instructions for creating a diverse and motivating learning environment.Keywords: corpora, DDL, individual differences, IQ, multiple intelligences
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Huffman, S. B., and J. E. Laird. "Flexibly Instructable Agents." Journal of Artificial Intelligence Research 3 (November 1, 1995): 271–324. http://dx.doi.org/10.1613/jair.150.

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This paper presents an approach to learning from situated, interactive tutorial instruction within an ongoing agent. Tutorial instruction is a flexible (and thus powerful) paradigm for teaching tasks because it allows an instructor to communicate whatever types of knowledge an agent might need in whatever situations might arise. To support this flexibility, however, the agent must be able to learn multiple kinds of knowledge from a broad range of instructional interactions. Our approach, called situated explanation, achieves such learning through a combination of analytic and inductive techniques. It combines a form of explanation-based learning that is situated for each instruction with a full suite of contextually guided responses to incomplete explanations. The approach is implemented in an agent called Instructo-Soar that learns hierarchies of new tasks and other domain knowledge from interactive natural language instructions. Instructo-Soar meets three key requirements of flexible instructability that distinguish it from previous systems: (1) it can take known or unknown commands at any instruction point; (2) it can handle instructions that apply to either its current situation or to a hypothetical situation specified in language (as in, for instance, conditional instructions); and (3) it can learn, from instructions, each class of knowledge it uses to perform tasks.
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Alhamuddin, Alhamuddin, and Bukhori Bukhori. "The Effect of Multiple Intelligence-Based Instruction on Critical Thinking of Full Day Islamic Elementary Schools Students." Ta'dib 21, no. 1 (September 25, 2016): 31. http://dx.doi.org/10.19109/td.v21i1.590.

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Lack of critical thinking skills of elementary schools’ students was influenced by teachers’ domination in instructional activities; meanwhile students did not play independently as the learners. Theoretically, multiple intelligences based instruction is an appropriate solution. For that reason, this research aims to know the impact of multiple intelligences based instruction on students' critical thinking skills. The research was conducted at Al-Amanah and Buahati Islamic Elementary Schools by using a quantitative approach with case study method. Data collected through critical thinking tests was analyzed by using independent sample t-test to examine the impact of instruction on students' critical thinking skills. The results showed that the implementation of multiple intelligences based intruction had significant effect on students’ critical thinking skills. From the finding, some recommendations are given as follows: 1) The teacher’s role is not only for transferring knowledge based on his/her competencies but also students’ characteristics reflecting their instruction styles; and 2) for further researcher, it is suggested to investigate this issues more specifically and comprehensively. Kurangnya keterampilan berpikir kritis dari siswa sekolah dasar dipengaruhi oleh dominasi guru dalam kegiatan pembelajaran; Sementara itu siswa tidak bermain secara independen sebagai peserta didik. Secara teoritis, pendekatan berbasis kecerdasan ganda merupakan solusi yang tepat. Untuk itu, penelitian ini bertujuan untuk mengetahui dampak pendekatan berbasis kecerdasan ganda pada keterampilan berpikir kritis siswa. Penelitian ini dilakukan di Sekolah Dasar Islam Al-Amanah dan Buahati dengan menggunakan pendekatan kuantitatif dengan metode studi kasus. Data dikumpulkan melalui tes berpikir kritis dianalisis dengan menggunakan sampel independent t-test untuk menguji dampak dari pendekatan pada keterampilan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa pelaksanaan pendekatan berbasis kecerdasan ganda memiliki dampak yang signifikan terhadap kemampuan berpikir kritis siswa. Dari temuan tersebut, beberapa rekomendasi yang diberikan sebagai berikut: 1) Peran guru tidak hanya untuk mentransfer pengetahuan berdasarkan kompetensinya, tapi juga karakteristik siswa mencerminkan gaya pendekatan mereka; dan 2) bagi peneliti selanjutnya, disarankan untuk menyelidiki ini secara lebih spesifik dan komprehensif.
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Ishaque, Rana Khan Mohammed. "Pluralization, the Key to Successful Teaching in Many Different Ways." Studies in Linguistics and Literature 3, no. 3 (July 2, 2019): p227. http://dx.doi.org/10.22158/sll.v3n3p227.

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Different theorists have perceived learning from different perspectives. It is true that learners show diverse learning capabilities and it becomes essential that educators harness the most from this potential. This paper investigates various approaches for maximizing plural intelligences and their impact on learning styles and capabilities of learners in classes. Students perceive content differently based on their individual learning styles and preferences. This makes it imperative for teachers to consider learners not as having single type of intelligence but rather as having multiple intelligences. Educators, therefore, need to be aware of learner needs and pay attention not only to their learning styles but also to their achievements and progress in classrooms. Multiple Intelligences theory by Harvard Professor Howard Gardner in 1983 contradicted the standard approach of measuring intelligence with a single perspective. He explained that learners possess different forms of intelligences and apply them in more than one way to interpret information, solve problems and create things (Gardner, 1993). This paper emphasizes on the implementation of multiple intelligences theory in the context of teaching English as a second language. It focuses on the need to implement differentiation in offering help to learners. It also discusses different types of approaches and activities linked to those approaches to help teachers implement differentiated instruction based on multiple intelligences. While implementing this multiple approach to learning educators also need to understand the importance of creating a balance between student centric approach and teacher led approach in offering options for learning. Finally, the paper also highlights potential issues faced by educators, recommendations and conclusions about the implementation of the multiple intelligences approach.
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Sorin-Avram, Vîrtop. "Possibilities of Instruction Based on the Students’ Potential and Multiple Intelligences Theory." Procedia - Social and Behavioral Sciences 191 (June 2015): 1772–76. http://dx.doi.org/10.1016/j.sbspro.2015.04.223.

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13

Ma’rifah, Ulfatul. "Relationship between EFL young learners’ multiple intelligences and English Achievement in Bilingual School." Journal of English Teaching, Literature, and Applied Linguistics 4, no. 2 (April 7, 2021): 125. http://dx.doi.org/10.30587/jetlal.v4i2.2515.

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This research set out with the aim of assessing whether EFL young learners’ multiple intelligence in bilingual school in Intensive Cambridge Program (ICP) has influence on their English proficiency as the important determining factors. The total number of participant was 76 students which consist of 38 male and 38 female students of 2rd, and 5th grade of bilingual primary school. The instrument used to elicit information for this study is multiple intelligences survey for kid by Laura Candler and Cambridge Progress Test (CPT). The result shows that there is no significant relationship between EFL young learners’ multiple intelligences and English proficiency. To find the predictor of type of multiple intelligences which have strength to effect toward English achievement also showed no significant since the probability was small. It can be caused that in bilingual classroom since English is used not only as a subject but also as classroom instruction and language in the text book for science, mathematics and English itself. So student’s’ English proficiency had been influenced not only by how teacher conduct the class based on multiple intelligences, but by other input outside English subject.
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Hanh, Le Thi Tuyet, and Tran Ba Tien. "Multiple Intelligences-Based Homework and EFL Students’ Vocabulary Learning." International Journal of English Linguistics 7, no. 6 (September 27, 2017): 73. http://dx.doi.org/10.5539/ijel.v7n6p73.

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This paper investigates the effects of Multiple Intelligences-based homework on EFL students’ vocabulary learning at a university in Vietnam. Based on the Multiple Intelligences (MI) Theory framework and Action Research approach, the homework instructions were adapted according to different types of intelligences. After four weeks of practice, it was found that students made use of different strategies to learn new words. They also showed creativity and a greater enthusiasm toward vocabulary learning.
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Baylor, Amy L. "Agent-Based Learning Environments as a Research Tool for Investigating Teaching and Learning." Journal of Educational Computing Research 26, no. 3 (April 2002): 227–48. http://dx.doi.org/10.2190/ph2k-6p09-k8ec-krdk.

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By using intelligent agents to simulate instruction, agent-based learning environments can serve as a powerful research tool to investigate teaching and learning. The agent metaphor provides a way to operationalize and simulate the “human” aspect of instruction in a more ecologically valid way than other controlled computer-based methods. Additionally, from an architectural perspective, since agents are independent objects in the learning environment, it allows for more flexibility in research design. In particular, agent-based learning environments with multiple agents, such as MIMIC (Multiple Intelligent Mentors Instructing Collaboratively), allow for investigating the effect of multiple mentors or multiple perspectives on a learning topic. Preliminary results from MIMIC research indicate that multiple agents can serve to effectively operationalize instructional theory. In terms of overall impact, creating agent-based learning environments to investigate instructional issues is at the leading edge of revitalized research integrating artificial intelligence with education, and in exploring new paradigms for researching teaching and learning.
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Ghaznavi, Nayyereh, Mehry Haddad Narafshan, and Massoud Tajadini. "Ego-Resiliency and physically-disabled learners: The Implementation of a Multiple Intelligences Teaching Approach." Research and Development in Medical Education 10, no. 1 (April 10, 2021): 4. http://dx.doi.org/10.34172/rdme.2021.004.

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Background: Gardner’s multiple intelligences (MI) theory offers great opportunities to improve the diverse abilities potential in disabled learners. The current study investigated the effect of the MI teaching approach on physically disabled learners’ MI and ego resiliency. Methods: The purposive sample included male and female participants aged 14 to 30 years at the Arseye-Talash Institute in Urmia, West Azerbaijan for students with disabilities. To gain a complete picture of the phenomenon, the study used self-report questionnaires and semi-structured interviews. The study utilized an experimental design that included 30 participants overall, with 10 participants in a control group and 20 participants in two experimental groups according to the multiple intelligences-based instructions (MIBI) they received: first language (Persian)-oriented MIBIs & second language (English)-oriented MIBIs. For both experimental groups (n = 20), active and passive intelligences of the students were identified using a MI test. Then, the instruction was tailored to designing tasks to activate the passive intelligence for both groups. The control group (n = 10) received no training. The data were analyzed in SPSS software using ANOVA and Tukey’s post hoc HSD test. Results: Findings indicated that the use of the MI-based teaching approach contributed to a significant improvement in the learners’ MI (P <0.01) and ego resiliency (P <0.01). Furthermore, findings showed a positive impact of L2-oriented (English) MIBIs compared with L1-oriented (Persian) MIBI on physically disabled learners’ ego resiliency (P <0.01); however, no significant difference was found between the two languages’ MIBIs (P >0.01). Conclusion: The more diverse a learner’s experience, the more effective their learning will be, and accordingly, the more successful they will be in a world of challenges. This holds especially true for physically disabled learners who have diverse experiences and hence diverse learning needs.
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Abdi, Ali, and Maryam Rostami. "The Effect Multiple Intelligences-Based Instruction on Student's Creative Thinkingability at 5th Grade in Primary School." Procedia - Social and Behavioral Sciences 47 (2012): 105–8. http://dx.doi.org/10.1016/j.sbspro.2012.06.621.

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18

Roohani, Ali, Azizullah Mirzaei, and Marzieh Poorzangeneh. "Effect of Multiple Intelligences-Based Reading Instruction on EFL Learners’ Reading Comprehension and Critical Thinking Skills." Iranian Journal of Applied Linguistics 18, no. 1 (April 1, 2015): 167–200. http://dx.doi.org/10.18869/acadpub.ijal.18.1.167.

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19

Alsubaie, Abdullah Mohammed. "The Effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia." Revista Amazonia Investiga 9, no. 26 (February 21, 2020): 158–66. http://dx.doi.org/10.34069/ai/2020.26.02.17.

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Identifying an effective instructional strategy, such as this of multiple intelligence based differentiated instruction to teach metacognitive reading comprehension is a goal for educators. The purpose of this study was to investigate the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. The sample consisted of 61 third year- middle school students , from Ibn Sina Middle school for boys , in Al-Kharj Governorate , Saudi Arabia. They were from two classrooms. They aged 14-15 years old ( M= 14.9 years , SD= 0.621) . For the purpose of this study and for analyzing the data from the pre- and post-test, the author used two way ANOVA analysis and t-test. Two way. ANOVA analysis and t-test results indicated the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia.
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Rizqiningsih, Shelawati, and Muhamad Sofian Hadi. "Multiple Intelligences (MI) on Developing Speaking Skills." English Language in Focus (ELIF) 1, no. 2 (February 27, 2019): 127. http://dx.doi.org/10.24853/elif.1.2.127-136.

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The current study investigates the impact of multiple intelligences-based Instructions on developing speaking skills of the students of English. Therefore, the problem of the current study can be stated in the lack of speaking skills of the students of English school in Junior High School, MTs Al-Ihsan Jakarta Barat. To confront this problem, the researcher developed a multiple intelligences-based program to enhance the speaking skills paying due attention to the individual differences among students. The sample of the study consisted of sixty fourth-year perspective students of English. The Quasi-experimental research design was used in the study as the researcher used the one group post-test to assess the usefulness of using this approach. Results of the study proved the effectiveness of Multiple Intelligences-(MI) On Developing Speaking Skills of the 9th Grade Students’ of MTs Al-Ihsan Jakarta Barat.
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Sulistiyowati, Duwi, Joko Nurkamto, and Dewi Sri Wahyuni. "THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES IN ENGLISH LANGUAGE TEACHING." English Education 4, no. 1 (September 12, 2015): 63. http://dx.doi.org/10.20961/eed.v4i1.34759.

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<p>This reseacrh describes: (1) the implementation of Multiple<br />Intelligences (MI) in English language teaching (ELT (2) the benefits and the<br />challenges of implementing MI. This is descriptive qualitative research with<br />purposive sampling which data are collected through observation, interview, and<br />document analysis and analyzed through interactive model. The result shows that: (1) the implementation of MI in ELT requires: (a) MI-based lesson plan, (b)<br />activities involving apperception and strategy; (c) teacher’s role as facilitator,<br />input provider, monitor of learning, need analyst, motivator, organizer, controller,<br />language demonstrator, material developer, and counsellor; (d) the students’ roles as participant, active learner, intelligence user, and responder; (e) instructional and authentic materials; (f) the evaluation covering achievement and process of learning; (2) the benefits of implementing MI are creating fun and effective teaching, promotting students’ participation, and facilitating student’s intelligences, while the challenges of implementing MI are managing classroom dynamic and treating the student with special needs.</p>
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Benny Agus Pribadi and Sri Lestari. "TES PERFORMA DAN KECERDASAN MAJEMUK." Jurnal Pendidikan 12, no. 1 (August 29, 2011): 62–73. http://dx.doi.org/10.33830/jp.v12i1.491.2011.

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Learning paradigm had been shifted to "student centered in which teacher or instructor role is more as facilitators who help students develop optimal potential. In order to be effective teacher needs to better understand all potentials of students. One form of the potential is multiple intelligences. To determine the learning achievement, the assessment should cover multiple intelligence-based learning outcomes which are performance tests. Variety of performance tests can be used to assess the actual performance or learning outcomes achieved by students.
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Wijayanti, Okto. "Multiple Intelligences in Learning Musical Dramas for Prospective Primary School Teachers." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 4, no. 1 (February 20, 2021): 98. http://dx.doi.org/10.33578/jtlee.v4i1.7872.

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Prospective teachers who get the 7th semester of Drama and Dance Education courses must have competence, one of which is that the teacher can present interesting learning for children with a drama approach, as a multidisciplinary knowledge that can be taught using role playing methods that are taught more interesting, fun, meaningful, interactive and rich experience. As a student, you can develop multiple intelligence in this subject. Programmed and scheduled musical drama training systems are indeed interesting, because each student is given the freedom to give assessments, provide reinforcement, support, correct weaknesses, mistakes and even object to the work of other groups with the strengths and points of view of the subjectivity expressed by each. students. As a result, sportsmanship is needed in this regard. Through an empirical qualitative approach, with lesson study-based inductive thinking logic. This study aims to describe the various intelligences that appear in learning dance drama, especially the work practice of dance drama projects (musical dramas), both individually and in groups obtained from the performance appraisal contained in the instrument. Important notes in the discussion found several findings about the application of Multiple Intelligences in learning dance and drama, namely: 1) Tools to achieve success that are more concerned with the process of achieving results, 2) Integrative Learning dance drama combines various intelligences, 3) Learning dance and dance drama becomes full of challenges, and more fun, 4) Care for the individual differences of students so that emotional management is needed, 5) Instructional based learning is firm and clearly measurable, 6) The importance of reflection for further improvement, 7) Clarity of goals, achievement of competence and each student's feedback needs to be done.
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Wilson, Stefanie D. "Leading Edge Online Classroom Education: Incorporating Best Practices Beyond Technology." American Journal of Business Education (AJBE) 11, no. 3 (July 12, 2018): 41–48. http://dx.doi.org/10.19030/ajbe.v11i3.10187.

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Educators often struggle with delivering top-notch online courses that create a climate for a fulfilling classroom experience, provide content that translates into immediate action and application, and blends relevance, rigor and a personal touch to the classroom setting. Based on research studies of human intelligence also known as multiple intelligences by cognitive scientist Howard Gardner, and secondary sources focused on functions of management, the art and science of using technology and multiple intelligence practices to deliver leading edge online classroom education is examined. Furthermore, this empirical study through a lens of instructing and observing as a teacher and administrator, over 80 online courses comprised of learners seeking undergraduate, graduate and doctoral degrees during 18 years at public and private universities, explores a myriad of implications resulting from using technologies to deliver stellar online classroom education to include: (a) human psychology, (b) medium, (c) information, and (d) instructional design. The article concludes with a perspective on the challenges and opportunities of using technologies to deliver leading edge online classroom education. The content can be used to assist current and future educators with developing or strengthening the online classroom using technologies and incorporating multiple intelligence practices for a more fulfilling classroom experience.
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Katz, Jennifer, Pat Mirenda, and Stan Auerbach. "Instructional Strategies and Educational Outcomes for Students with Developmental Disabilities in Inclusive “Multiple Intelligences” and Typical Inclusive Classrooms." Research and Practice for Persons with Severe Disabilities 27, no. 4 (December 2002): 227–38. http://dx.doi.org/10.2511/rpsd.27.4.227.

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Pedagogical practices based on Gardner's (1983) theory of multiple intelligences (MI) are often cited as potentially facilitative of inclusion of students with developmental disabilities (Armstrong, 1994; Eichinger & Downing, 1996; Falvey, Givner, & Kimm, 1996). However, no research to date has examined this relationship. The purpose of this study was to examine the engaged behavior and social interactions of 10 students with developmental disabilities in two types of inclusive classrooms–those that ascribed to MI pedagogy, instruction, and assessment, and those that used no specific educational theory or approach to instruction. The study was intended to be exploratory in nature to generate hypotheses for future investigations. Data were collected using MS-CISSAR (Greenwood, Carta, Kamps, & Delquadri, 1997), a software program for gathering and analyzing observational data in classrooms. Results suggested that the experiences of the participants in both typical and MI-inclusive classrooms were more alike than different. Participants in both types of classrooms were engaged primarily in whole-class, independent seatwork, and traditional classroom activities, and were engaged less frequently in small groups or multiple response activities. However, participants were observed more frequently to be engaged in multiple response activities in MI classrooms, and in both noninstructional time and individual seatwork activities that were different from those of peers in typical classrooms. The participants in MI classrooms spent more time interacting with their typical peers, whereas those in typical classrooms spent more time interacting with adults during 1:1 activities that were different from those of their peers. The results are discussed in terms of their educational and research implications, limitations, and suggestions for further research.
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Luna, Pablo, Javier Cejudo, José A. Piqueras, Débora Rodrigo-Ruiz, Miriam Bajo, and Juan-Carlos Pérez-González. "Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents." International Journal of Environmental Research and Public Health 18, no. 15 (July 26, 2021): 7896. http://dx.doi.org/10.3390/ijerph18157896.

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Few studies have analyzed emotional educational experiences through physical education interventions. The objective of this study was to evaluate the effects on socio-emotional competencies of a physical education intervention (i.e., the MooN program) based on the instructional model known as the sports education model (SEM), compared to a physical education intervention based on the traditional model of direct instruction (TM-DI) in preadolescents. The sample consisted of 170 students between 10 and 13 years old (mean age: M = 10.76; standard deviation: SD = 0.73). Participants were randomly assigned to the experimental group (SEM; n = 87) and the active control group (TM-DI; n = 83). In the experimental group, the SEM-based intervention was applied, while in the active control group, an intervention based on the TM-DI was developed. A quasi-experimental design with repeated pre-test and post-test measures and an active control group was used. The self-efficacy inventory for multiple intelligences (IAMI-40) was used to assess the children’s socio-emotional competencies. The child perfectionism inventory was applied to evaluate the self-demand perfectionist efforts. The results confirmed that the MooN program (SEM intervention) promoted significant improvements in socio-emotional competencies. These findings support the potential of this physical education instructional model as an emotional education pathway for the socio-emotional improvement of preadolescent students.
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Choi, Seong-Youn, and Jung-Hyun Chae. "The Effects of Practical Problem Based Home Economics Instruction Using Multiple Intelligences for the Prevention of School Violence by High School Students." Family and Environment Research 56, no. 3 (June 22, 2018): 283–300. http://dx.doi.org/10.6115/fer.2018.021.

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Lee, Jihye, and Sun-ho Hong. "A Comparative Analysis of Effectiveness of Vocabulary Development between Instruction based on the Multiple Intelligence Theory and Instruction Centered on Language Intelligence." Journal of Linguistic Studies 20, no. 2 (August 30, 2015): 139–57. http://dx.doi.org/10.21291/jkals.2015.20.2.7.

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Bümen, Nilay T. "The Benefits and Problems of Multiple-Intelligence-Based Instruction: A Case Study in Turkey." International Journal of Educational Reform 16, no. 1 (January 2007): 38–53. http://dx.doi.org/10.1177/105678790701600104.

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Abbassi, Adele, Jaleh Hassaskhah, and Abdorreza Tahriri. "The Effect of Teaching Memory Strategies on Iranian EFL Learner’s Vocabulary Retention in Terms of learners’ Multiple Intelligences." International Journal of Education and Literacy Studies 6, no. 2 (April 30, 2018): 1. http://dx.doi.org/10.7575/aiac.ijels.v.6n.2p.1.

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This study targeted to explore the effect of memory strategy on EFL learners’ vocabulary retention with a consideration of learners’ multiple intelligence. In this study, the memory strategy consisted of three parts of grouping, acronym and images. The participants of this study were 80 male and female EFL learners of intermediate level who underwent 12 hours of instruction in a language institute. They were chosen through convenience sampling and they then were randomly divided into an experimental group and a control group. The experimental group was directly taught how to implement memory strategies in learning vocabulary. A pre-test post-test control group design was carried out to collect the required data through vocabulary tests, memory strategy and multiple intelligence questionnaires. The results showed that the experimental group’s vocabulary retention statistically improved. Moreover, the relationship between MI and vocabulary retention of Iranian EFL learners was reported statistically significant. This positive relationship was particularly reported between existential MI, linguistic MI scores and spatial MI scores and vocabulary scores. The finding provided information on how to teach English vocabulary in EFL classes and also recommended that teachers exploit MI in the teaching processes. It also suggests that educators, learners, policy makers, material producers, and syllabus designers move from traditional-based approaches to more innovative ways of teaching vocabulary.
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AL-ZOUBI, SUHAIL, and Fatma Ali AL-ADAWI. "Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia." Journal for the Education of Gifted Young Scientists 7, no. 1 (March 15, 2019): 1–14. http://dx.doi.org/10.17478/jegys.515102.

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Eman, El Sherief. "Augmenting Tertiary Students' Soft Skills Via Multiple Intelligences Instructional Approach: Literature Courses in Focus." International Journal of Applied Linguistics and English Literature 6, no. 2 (January 4, 2017): 230. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.230.

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The second half of the twentieth century is a witness to an unprecedentedly soaring increase in the number of students joining the arena of higher education(UNESCO,2001). Currently, the number of students at Saudi universities and colleges exceeds one million vis-à-vis 7000 in 1970(Royal Embassy of Saudi Arabia, Washington). Such enormous body of learners in higher education is per se diverse enough to embrace distinct learning styles, assorted repertoire of backgrounds, prior knowledge, experiences, and perspectives; at this juncture, they presumably share common aspiration which is hooking a compatible post in the labor market upon graduation, and to subsequently be capable of acting competently in a scrupulously competitive workplace environment. Bunch of potentialities and skills are patently vital for a graduate to reach such a prospect. Such bunch of skills in a conventional undergraduate paradigm of education were given no heed, being rather postponed to the post-graduation phase. The current Paper postulated tremendous merits of deploying the Multiple Intelligences theory as a project-based approach, within literature classes in higher education; a strategy geared towards reigniting students’ engagement, nurturing their critical thinking capabilities, sustaining their individualistic dispositions, molding them as inquiry-seekers, and ending up engendering life-long, autonomous learners, well-armed with the substantial skills for traversing the rigorous competition in future labor market. Keywords: Multiple intelligences, teaching Literature, motivation, autonomous learning, critical thinking.
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Ahmad, Zainal Arifin. "Pengembangan Model Pembelajaran Bahasa Arab Berbasis Teori Multiple Intelligence." al Mahāra: Jurnal Pendidikan Bahasa Arab 1, no. 1 (December 15, 2015): 1–18. http://dx.doi.org/10.14421/almahara.2015.011-01.

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The discovery of the theory of Multiple Intelligence by Howard Gagner has changed the paradigm of education and learning. If the old paradigm view that intelligence is a single learner who is only measured by IQ tests, then the paradigm of Multiple Intelligence view that intelligence is plural learners. Each individual has the advantage of certain intelligence that may be different with advantages that others have. That fact has implications for the importance of changing patterns of education and learning, including learning Arabic, from the pattern that is only oriented to the development of intellectual intelligence (IQ) to the pattern of intelligence that takes into account the diversity of learners. This paper describes showing the development of Arabic language instruction model based on the theory of Multiple Intelligence. The model in question is a model of the development of Arabic language learning component which includes the development of Arabic language learning goals, teachers’ roles, attitudes and treatment of students, and the development of materials, methods, media, and evaluating the results of learning Arabic, all of which were based on intelligence insight plural (Multiple Intelligence).
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Tawalbeh, Tha’er Issa. "Investigating EFL Learners’ Multiple Intelligences in the Preparatory Year at Taif University." Theory and Practice in Language Studies 6, no. 7 (July 1, 2016): 1347. http://dx.doi.org/10.17507/tpls.0607.03.

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The present paper aims to investigate the English as a foreign language (EFL) learners’ multiple intelligences (MIs) in the preparatory year at Taif University in Saudi Arabia, and to provide suggestions for EFL instructors to integrate MIs in their lesson plans for instructional use in the classroom. To achieve these purposes, the researcher attempted to answer three questions. The first question investigated the different types of MSs that EFL learners possess. The second question examined whether there were any statistically significant differences (a= 0.05) in EFL learners’ MIs due to stream (Humanities, Sciences and Health). The third question was an attempt to synthesize literature in order to suggest ways for instructors to integrate MIs in the EFL classroom. A questionnaire of 4- Likert Scale was used to gather data from four hundred and eighty two students to answer the first two questions. And content analysis was used to answer the third question. The collected data were analyzed in the form of descriptive statistics. The results revealed that students do not tend to have interest in musical and naturalistic intelligences. In addition, there were statistically significant differences among the streams in the perceptions of their MIs in favor of the health stream students. The researcher also synthesized literature and suggested a number of techniques and activities to help instructors integrate MIs in their plans. Based on the results, the researcher presented a number of conclusions and recommendations.
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Kim, Nahk-Wae and 민수정. "The Effect of Multiple Intelligence Theory based Vocabulary Instruction on Middle School Students’ English Reading Comprehension." Studies in English Language & Literature 36, no. 2 (May 2010): 205–26. http://dx.doi.org/10.21559/aellk.2010.36.2.012.

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Layyinah, Leni. "MENCIPTAKAN PEMBELAJARAN FUN LEARNING BASED ON SCIENTIFIC APPROACH DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK PADA PEMBELAJARAN PAI." TARBAWY : Indonesian Journal of Islamic Education 4, no. 1 (June 12, 2017): 1. http://dx.doi.org/10.17509/t.v4i1.6987.

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Nowadays, Indonesian education is posed with the increasing challenges of the third millennium. One of the infrastructures in Indonesia is school. A rigid school will not be a good learning place, because children only go to school without learning. In teaching and learning process, teachers should be aware that education is not merely about teaching. Instead, it is about how teachers should be able to create a fun learning atmosphere and implement the subject of Islamic Education by not only teaching religious knowledge but also directing students and forming their characters. The research took Equal Bright Primary School in Bandung as sample of an international-standard school promoting Multiple Intelligences. The analysis of the data on each aspect of instructional strategies reveals certain uniqueness in the teaching and learning process implemented in Equal Bright, which is full of fun and very interesting. The implementation of fun learning strategy through scientific approach plays a vital role in exploring student’s potentials. The birth of this strategy gives a great expectation for the birth of the future generation with good quality and mentality to compete in the global arena. Equal Bright is an education institution implementing the method of multiple intelligences holistically, in which students are accommodated according to their learning and thinking styles. In implementing the fun learning strategies through scientific approach, the teaching and learning process can be more active, creative, effective, and fun.
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Valentine, Stephanie, Francisco Vides, George Lucchese, David Turner, Hong-hoe Kim, Wenzhe Li, Julie Linsey, and Tracy Hammond. "Mechanix: A Sketch-Based Tutoring and Grading System for Free-Body Diagrams." AI Magazine 34, no. 1 (December 6, 2012): 55. http://dx.doi.org/10.1609/aimag.v34i1.2437.

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Introductory engineering courses within large universities often have annual enrollments which can reach up to a thousand students. It is very challenging to achieve differentiated instruction in classrooms with class sizes and student diversity of such great magnitude. Professors can only assess whether students have mastered a concept by using multiple choice questions, while detailed homework assignments, such as planar truss diagrams, are rarely assigned because professors and teaching assistants would be too overburdened with grading to return assignments with valuable feedback in a timely manner. In this paper, we introduce Mechanix, a sketch-based deployed tutoring system for engineering students enrolled in statics courses. Our system not only allows students to enter planar truss and free body diagrams into the system just as they would with pencil and paper, but our system checks the student's work against a hand-drawn answer entered by the instructor, and then returns immediate and detailed feedback to the student. Students are allowed to correct any errors in their work and resubmit until the entire content is correct and thus all of the objectives are learned. Since Mechanix facilitates the grading and feedback processes, instructors are now able to assign free response questions, increasing teacher's knowledge of student comprehension. Furthermore, the iterative correction process allows students to learn during a test, rather than simply displaying memorized information.
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Zhou, Xiaolan, Jianqi An, Xin Zhao, and Yuanxing Dong. "Using Data Mining on Students’ Learning Features: A Clustering Approach for Student Classification." Journal of Advanced Computational Intelligence and Intelligent Informatics 20, no. 7 (December 20, 2016): 1141–46. http://dx.doi.org/10.20965/jaciii.2016.p1141.

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Students have different levels of motivation, approaches to learning, and intellectual levels. The better that instructors understand these differences, the better the chances they have of improving their quality of teaching. To explore differences thoroughly, we focuses on three crucial factors in student learning features – i.e., personality, learning style and multiple intelligences – and propose an approach effective in classifying students for the purpose of instructing instructors while optimizing their teaching process. We collected data on learning features from a class of 58 college students and analyzed these data by using principal component analysis (PCA) and then classified them using Ward clustering. Results of experiments indicate that our proposal effectively classifies students based on their learning features and that classification results facilitate instructors in creating personalized teaching strategies.
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McCoog, Ian J. "Integrated Instruction: Multiple Intelligences and Technology." Clearing House: A Journal of Educational Strategies, Issues and Ideas 81, no. 1 (September 2007): 25–28. http://dx.doi.org/10.3200/tchs.81.1.25-28.

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Markowitz, Dina G., and Michael J. DuPré. "Graduate Experience in Science Education: The Development of a Science Education Course for Biomedical Science Graduate Students." CBE—Life Sciences Education 6, no. 3 (September 2007): 233–42. http://dx.doi.org/10.1187/cbe.07-01-0004.

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The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.
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Turner-Hill, Baerbel, Christian Ludwig, and Lena Böttger. "Teaching in the Garden: School Gardens as a Space for Environmental and English Learning." Ecozon@: European Journal of Literature, Culture and Environment 12, no. 1 (March 19, 2021): 83–106. http://dx.doi.org/10.37536/ecozona.2021.12.1.4007.

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School gardens as settings for learning outside the classroom are becoming increasingly popular. They allow students to learn in an authentic way as they engage in a variety of activities and materials. More importantly, they also represent a powerful place and tool for environmental education as students are not only exposed to nature but also gain positive environmental experiences. This paper examines school gardens as a place for both enhancing students’ English language competences and fostering critical environmental literacy. The first section of the paper focuses on garden-based education as a type of learning outside the classroom. The ensuing section then provides a brief discussion of school gardens as learning spaces across the curriculum, arguing that school gardens are far more than places for learning about nutrition and healthy living. Following this, the next section then argues for using school gardens also for learning English as a foreign language. Here Gardner’s multiple intelligences model serves to illustrate the potential of school gardens for differentiated instruction regarding content, processes, and products in today’s increasingly diverse learning groups. The main part of the paper then concentrates on garden-based education in the context of EFL teacher training. At the University of Education Karlsruhe (Germany) students have the opportunity to attend a school garden-based seminar which allows them to experience first hand the benefits of learning English as a foreign language in the school garden. The paper concludes by taking a glimpse into the future of school garden learning by reporting on the authors’ experiences with using technology in the context of garden-based education.
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Khursheed, Zeeshan, and R. S. Parihar. "COMMUNICATION STYLES AND MULTIPLE INTELLIGENCES TOWARD DIFFERENTIATED INSTRUCTION." Globus An International Journal of Management & IT 11, no. 1 (February 15, 2020): 15. http://dx.doi.org/10.46360/globus.120192004.

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Judith, Vanessa Joy Z. "COMMUNICATION STYLES AND MULTIPLE INTELLIGENCES TOWARD DIFFERENTIATED INSTRUCTION." Globus Journal of Progressive Education 9, no. 2 (February 15, 2020): 15. http://dx.doi.org/10.46360/globus.9.2.2020.15-22.

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Yilmaz, S., C. M. Seifert, and R. Gonzalez. "Cognitive heuristics in design: Instructional strategies to increase creativity in idea generation." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 24, no. 3 (July 12, 2010): 335–55. http://dx.doi.org/10.1017/s0890060410000235.

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AbstractThis paper explores the use of heuristics as cognitive strategies invoked during the process of design. Heuristics are reasoning processes that do not guarantee the best solution, but often lead to potential solutions by providing a simple cognitive “shortcut.” We propose that designers use specific design heuristics to explore the problem space of potential designs, leading to the generation of creative solutions. We test whether design heuristics can be taught to novices, and suggest their use will facilitate the design process at multiple levels of instruction. In the present empirical study, we evaluate a set of six instructional heuristics and validate their effectiveness with product concepts generated by novice designers. Six hundred seventy-three drawings were created by 120 first-year college students under four instructional conditions. Drawings were coded according to their content, use of heuristics, creativity, and practicality. The most creative concepts emerged from the experimental conditions where heuristics were introduced. Heuristics appeared to help the participants “jump” to a new problem space, resulting in more varied designs, and a greater frequency of designs judged as more creative. Our findings suggest that simple demonstration of design heuristics may, at times, be sufficient to stimulate divergent thinking, perhaps because these heuristics are readily grasped and contextual application is not required. Based on these findings, a conceptual model for design education emphasizing the importance of using a variety of heuristics is proposed. This model suggests that learning can be enhanced through exposure to a variety of design heuristics, and can supplement formal education and foster personal development in design learning.
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Haley, Marjorie Hall. "Understanding Learner-Centered Instruction from the PersDective of Multiple Intelligences." Foreign Language Annals 34, no. 4 (July 2001): 355–67. http://dx.doi.org/10.1111/j.1944-9720.2001.tb02068.x.

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CHEN, S., W. T. TSAI, and X. P. CHEN. "SAMEA: OBJECT-ORIENTED SOFTWARE MAINTENANCE ENVIRONMENT FOR ASSEMBLY PROGRAMS." International Journal of Software Engineering and Knowledge Engineering 02, no. 02 (June 1992): 197–226. http://dx.doi.org/10.1142/s0218194092000105.

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This paper presents a software maintenance environment for assembly programs, SAMEA. It presents an object-oriented database support for displaying, understanding, modifying and configuring assembly programs for software maintenance. Understanding of assembly programs is based on the theory of explicit representation of various structural and functionality elements of code and multiple relationships among them. Modification of program is based on an object-oriented incremental editor and a set of rules to check the correctness of instruction format. The characteristics of SAMEA are: integration of multiple tools, on-line information, ease of adoption of new tools, and finally, support of software maintenance activities such as program understanding, ripple effect analysis, and program redocumentation. The ripple effect of a contemplated change is the parts of the code that need to be reexamined for possible modification. Assembly code elements and relations among code elements are represented as objects in SAMEA which is built on top of an object-oriented database GemStone. SAMEA consists of 26K lines of C code and 4K lines of GemStone code. We have successfully populated 18K lines of BAL code in SAMEA.
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Laksmiwati, Pasttita Ayu, and Endah Retnowati. "Pengembangan perangkat pembelajaran geometri berbasis kecerdasan majemuk siswa SMP kelas VIII." Pythagoras: Jurnal Pendidikan Matematika 14, no. 1 (June 28, 2019): 1–11. http://dx.doi.org/10.21831/pg.v14i1.26591.

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Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan proses pengembangan dan kualitas perangkat pembelajaran geometri berbasis konsep kecerdasan majemuk dari Howard Gardner. Penelitian pengembangan ini mengadopsi model pengembangan Plomp terdiri dari tahapan penelitian awal, pengembangan, dan evaluasi. Perangkat pembelajaran geometri yang dikembangkan meliputi rencana pelaksanaan pembelajaran, buku, dan lembar kerja siswa untuk materi Geometri Kelas VIII Semester 2 berbasis kecerdasan majemuk. Kualitas hasil pengembangan ditinjau dari tiga aspek yaitu kevalidan, keefektifan, dan kepraktisan. Berdasar­kan penilaian kualitas kevalidan, diperoleh bahwa perangkat mendapatkan kriteria sangat baik. Hal ini terjadi karena perangkat yang dikembangkan sesuai dengan indikator pembelajaran dan prinsip pembelajaran berbasis kecerdasan majemuk. Aspek keefektifan didasarkan pada pencapaian prestasi belajar siswa dan self-esteem. Keefektifan produk berdasarkan prestasi belajar diperoleh dari persentase banyaknya siswa yang mencapai Kriteria Ketuntasan Minimal (KKM) sebesar 75, dimana diketahui terdapat 82,05% siswa mencapai KKM. Keefektifan juga ditinjau dari self-esteem siswa, dimana setelah pembelajaran self-esteem siswa berada pada level tinggi. Sementara itu, respon siswa dan guru terhadap kepraktisan penggunaan perang­kat masing-masing adalah sebesar 4,175 (diklasifikasikan praktis) dan 4,625 (diklasifikasikan sangat praktis). Berdasarkan hasil observasi terhadap pembelajaran diketahui bahwa keter­laksanaan pembelajaran adalah sebesar 96,82% (di kelas A) dan 97,61% (di kelas B), sehingga pembelajaran terlaksana dengan baik sesuai dengan rencana. Oleh karena itu, berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa perangkat pembelajaran geometri yang dikembangkan layak untuk digunakan. The Development of Geometry Learning Kit Based on Multiple Intelligences for 8th Grade Students of Junior High SchoolAbstractThis study aimed to produce and describe the development process and quality of geometry learning kit based on multiple intelligences from Howard Gardner. This study adopted Plomp’s model of research design, consisting of preliminary research, developing, and evaluation. As a result, this research was developed learning kit, which includes lesson plans, a handbook, and worksheets of geometry for 8th graders 2nd semester. The quality of the developed instructions was described by its validity, effectiveness, and practicality aspect. The effectiveness of the product based on learning achievement was obtained from the percentage of the number of students who reach the Minimum Completeness Criteria (MCC), which was 75, where it was known that there were 82.05% of students achieving the MCC. The other effectiveness result can be seen from students’ self-esteem, after following the learning designed, it has a mean score with high classification. The students’ and teacher’s response was 4.175 (can be categorized practical) and 4.625 (categorized very practical), respectively. The result of learning observations showed that the percentage of the implementation learning was 96.82% (class A) and 97.61% (class B), so it can be seen that the learning process was taking place. Thus, the result of the study shows the learning kit was appropriate to be used.
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Febriani, Suci Ramadhanti, and Rizka Widayanti. "Evaluation of Arabic Learning based on Multiple Intelligences Classroom." International Journal of Arabic Language Teaching 2, no. 02 (January 20, 2021): 131. http://dx.doi.org/10.32332/ijalt.v2i02.2486.

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Evaluasi merupakan bagian integral yang terdapat dalam komponen kurikulum. Evaluasi pembelajaran bahasa pada umumnya dapat memberikan gambaran terhadap hasil belajar siswa yang telah dilakukan. Perlunya identifikasi teknik evaluasi pembelajaran berbasis kelas Multiple Intelligences dalam rangka memperluas kajian evaluasi secara holistik sesuai tuntutan globalisasi. Penelitian ini bertujuan untuk menganalisis teknik evaluasi pembelajaran berbasis manajemen kelas Multiple Intelligences di SD Plus Al-Kautsar Malang. Penelitian ini menggunakan pendekatan kualitatif melalui metode studi kasus dengan teknik pengumpulan data melalui observasi, wawancara dan dokumentasi. Penelitian ini menunjukkan teknik evaluasi yang dapat dikembangkan dalam manajemen kelas berbasis Multiple Intelligences melalui beberapa teknik yang beragam; penilaian portofolio, teknik penilaian diri, project. Temuan penelitian menunjukkan bahwa efektivitas dalam penggunaan teknik evaluasi berbasis penilaian autentik dalam manajemen kelas berbasis Multiple Intelligences dapat memberikan gambaran konkrit terhadap pencapaian siswa dan membentuk daya kreativitas dari keseluruhan keterampilan bahasa yang dinilai.
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Shero Malo Zebari, Sanan, Hussein Ali Ahmed Allo, and Behbood Mohammedzadeh. "Multiple Intelligences - Based Planning of EFL Classes." Advances in Language and Literary Studies 9, no. 2 (April 30, 2018): 98. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.98.

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The present study aimed to set a plan for teaching EFL classes based on the identification of university students’ dominant multiple intelligences in EFL classes, and the differences in the types of intelligence between female and male students in terms of their gender. The problem the present study aimed to address is that the traditional concept that “one size fits all” is still adopted by many EFL teachers, and that EFL students’ differences and preferences are noticeably unheeded. It is believed that identifying students’ dominant intelligences is a sound remedial solution for such a problem before embarking on any teaching program. Moreover, getting students aware of their different types of intelligence will motivate and encourage them in the classroom. The researchers used a questionnaire as a research instrument for data collection. The results arrived at showed that there were no significant differences in the types of intelligence between female and male students in terms of their gender, except for bodily- kinesthetic intelligence. They also showed that the dominant intelligences were ranked from the highest to the lowest as follows interpersonal, linguistic, spatial, logical-mathematical, bodily kinesthetic, intrapersonal, musical, and naturalistic.
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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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Abstract:
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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