Journal articles: 'Musical intelligence'

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Moreno, Joseph. "Essential Musical Intelligence." Arts in Psychotherapy 30, no. 4 (January 2003): 241–42. http://dx.doi.org/10.1016/s0197-4556(03)00054-6.

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Santiago-Arreola, Keren Sarahí, and Carlos Eduardo García-Hernández. "Inteligencia musical para todos/as." RA RIÓ GUENDARUYUBI 2, no. 6 (May 20, 2019): 36–43. http://dx.doi.org/10.53331/rar.v2i6.1098.

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This paper takes up musical intelligence as an inherent element of the human being, the advantages of its development in the formative processes and its role in everyday life. Thus, this paper goes beyond the old notion of intelligence measured by test, arriving to the theory of multiple intelligences raised by Gardner, in which cognition is constructed from various attributes and not only from those grouped in the tests.

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Rahmalia, Indah. "students' Multiple Intelligence in Learning during TOEFL Preparation." TELL-US JOURNAL 2, no. 2 (March 17, 2017): 42–55. http://dx.doi.org/10.22202/tus.2016.v2i2.1386.

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The purpose of this study was to find out students’ Multiple intelligece in learning during TOEFL preparation at STKIP Abdi Pendidikan Payakumbuh. This study was carried out of descriptive research that undertaken through phenomenological approach by employing questionnaire to 31 students selected by using purposive sampling technique. The findings of this study showed that the most multiple intelligence used by the students was musical intelligence with the score 606 , while the multiple intelligences that less dominant used by the students was logical-mathematical intelligence with the score 531.

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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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Kostka, Stefan, and David Cope. "Experiments in Musical Intelligence." Notes 54, no. 1 (September 1997): 98. http://dx.doi.org/10.2307/899968.

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Putnam, Karl W., and David Cope. "Experiments in Musical Intelligence." Computer Music Journal 21, no. 3 (1997): 102. http://dx.doi.org/10.2307/3681022.

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Matare, Joseph. "Creativity or musical intelligence?" Thinking Skills and Creativity 4, no. 3 (December 2009): 194–203. http://dx.doi.org/10.1016/j.tsc.2009.09.005.

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Hermelin, B., N. O'Connor, S. Lee, and D. Treffert. "Intelligence and musical improvisation." Psychological Medicine 19, no. 2 (May 1989): 447–57. http://dx.doi.org/10.1017/s0033291700012484.

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SynopsisWe investigated whether somebody with a severe mental impairment could not only remember and reproduce music, but was also able to generate it. Musical improvisation requires the ability to recognize constraints and also demands inventiveness.Musical improvisations on a traditional, tonal and also on a whole tone scale composition were produced by a mentally handicapped and by a normal control musician. It was found that not only the control but also the handicapped subject could improvise appropriately within structural constraints, although with the tonal music the idiot-savant showed some stylistic latitude. It is concluded that cognitive processes such as musical input analysis, decision making, and output monitoring are independent of general intellectual status.

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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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Reinhard, Johnny. "Howard Gardner’s MULTIPLE INTELLIGENCES: A Minority View: Musical Intelligence." Music Scholarship / Problemy Muzykal'noj Nauki, no. 4 (2015): 38–42. http://dx.doi.org/10.17674/1997-0854.2015.4.038-042.

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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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Bonetti, Leonardo, and Marco Costa. "Intelligence and Musical Mode Preference." Empirical Studies of the Arts 34, no. 2 (January 29, 2016): 160–76. http://dx.doi.org/10.1177/0276237416628907.

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Ball, Philip. "Q&A: Musical intelligence." Nature 474, no. 7349 (June 2011): 35. http://dx.doi.org/10.1038/474035a.

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Cope, D. "One approach to musical intelligence." IEEE Intelligent Systems 14, no. 3 (May 1999): 21–25. http://dx.doi.org/10.1109/5254.769878.

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Virganta, Anada Leo, Kamtini Kamtini, Nurmaniah Nurmaniah, and Salsabila Hasiana Tanjung. "Learning Model Based on Multiple Intelligence in Stimulating Musical Intelligence in Children." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (November 26, 2020): 2015–23. http://dx.doi.org/10.33258/birle.v3i4.1432.

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Every child has different characteristics with different ways of learning. Children tend to have a very active nature because they have seen muscle development that allows them to perform a variety of skills. By using learning based on multiple intelligence, children are more stimulated to carry out the learning process and significant development achievements are achieved. This study uses a development research method by conducting time-series tests on data processing. The population used is children aged five to six who are in kindergarten age, namely children aged in five until six years. Children show a good increase in the stimulation of musical intelligence using a learning model that has been developed. The novelty of this research is to produce and use a learning model based on multiple intelligences that children have. But still, focus on stimulating children's musical intelligence.

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Suwanto, Suwanto, and Ade Evi Fatimah. "PENERAPAN MULTIPLE INTELLIGENCE DALAM PEMBELAJARAN MATEMATIKA: ANALISIS PADA KECERDASAN MUSIK." Journal of Didactic Mathematics 1, no. 3 (January 8, 2021): 144–50. http://dx.doi.org/10.34007/jdm.v1i3.445.

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Less optimal musical intelligence in students and improper application in mathematics learning is the basis for the preparation of articles. The misunderstanding of applying musical intelligence is quite alarming, for example when students learn to listen to music, they actually don't use their musical intelligence to learn or change their behavior. In this condition, music has a role in arousing motivation, memory and reflexes to learn, not using musical intelligence to learn. The preparation of this article uses the literature review method with the keywords musical intelligence (musical intelligence), learning and learning mathematics in books and journals indexed by Googles choolar. The application of musical intelligence in mathematics learning requires careful consideration and expertise in designing learning to be carried out. Some examples of using musical intelligence in learning mathematics include converting notes into numbers, solving math problems related to scales, designing memorization of mathematical formulas in the form of chants that are fun for students.

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Suwanto, Suwanto, and Ade Evi Fatimah. "PENERAPAN MULTIPLE INTELLIGENCE DALAM PEMBELAJARAN MATEMATIKA: ANALISIS PADA KECERDASAN MUSIK." Journal of Didactic Mathematics 1, no. 3 (January 8, 2021): 144–50. http://dx.doi.org/10.34007/jdm.v1i3.445.

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Less optimal musical intelligence in students and improper application in mathematics learning is the basis for the preparation of articles. The misunderstanding of applying musical intelligence is quite alarming, for example when students learn to listen to music, they actually don't use their musical intelligence to learn or change their behavior. In this condition, music has a role in arousing motivation, memory and reflexes to learn, not using musical intelligence to learn. The preparation of this article uses the literature review method with the keywords musical intelligence (musical intelligence), learning and learning mathematics in books and journals indexed by Googles choolar. The application of musical intelligence in mathematics learning requires careful consideration and expertise in designing learning to be carried out. Some examples of using musical intelligence in learning mathematics include converting notes into numbers, solving math problems related to scales, designing memorization of mathematical formulas in the form of chants that are fun for students.

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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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Putri, Annisa Aulia, and Haryanto Haryanto. "Perbedaan Kecerdasan Emosional pada Mahasiswa yang Mengikuti UKM Musik dan Mahasiswa yang Mengikuti UKM Non-Musik." Gadjah Mada Journal of Psychology (GamaJoP) 4, no. 2 (May 29, 2019): 119. http://dx.doi.org/10.22146/gamajop.46358.

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The aim of this study is to determine the difference in emotional intelligence of students from musical extracurricular and students from non-musical extracurricular. This research used quantitative method. Data collected with Emotional Intelligence Scale. The hypothesis in this study is that emotional intelligence of students from musical extracurricular higher than students from non-musical extracurricular. Total participant of this study were 83 active student members of the extracurricular in Universitas Gadjah Mada. Through the use of Independent T-test, found that there’s no significant difference between students from musical extracurricular than non-musical extracurricular, since mean of students from non-musical extracurricular (M = 180,750) is higher than students from musical extracurricular (M = 175,171). Therefore, emotional intelligence of students from musical extracurricular is not higher than students from non-musical extracurricular.

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Kandeel, Refat A. A. "Multiple Intelligences Patterns among Students at King Saud University and Its Relationship with Mathematics’ Achievement." Journal of Education and Learning 5, no. 3 (May 10, 2016): 94. http://dx.doi.org/10.5539/jel.v5n3p94.

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The purpose of this study was to determine the multiple intelligences patterns of students at King Saud University and its relationship with academic achievement for the courses of Mathematics. The study sample consisted of 917 students were selected a stratified random manner, the descriptive analysis method and Pearson correlation were used, the researcher prepared multiple intelligence scale for this study.The results showed an overall appearance of all multiple intelligences patterns of the sample students in the following order: self, social, bodily, logical, verbal, visual, musical and natural intelligence. It was also observed that progress medical track students in most of the multiple intelligences patterns compared with other tracks (Engineering, Humanities), as well as students of math 140 compared with students of other courses (Math130, Math150, Stat140). There is impact of visual intelligence, bodily, logical, and sometimes social, musical and natural on the Mathematics’ achievement.

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

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

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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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Zybert, Jerzy, and Sabina Stępień. "Musical Intelligence and Foreign Language Learning." Research in Language 7 (December 23, 2009): 99–111. http://dx.doi.org/10.2478/v10015-009-0007-4.

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The article discusses the potential advantage that musically gifted FL learners have in developing the speaking skill, especially in acquiring some prosodic features. Empirical findings are provided to support the assumption.

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Belgum, Erik, Curtis Roads, Joel Chadabe, T. Emile Tobenfeld, and Laurie Spiegel. "A Turing Test for "Musical Intelligence"?" Computer Music Journal 12, no. 4 (1988): 7. http://dx.doi.org/10.2307/3680146.

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Garcia-Zambrano, Alan, Yenny Villuendas-Rey, and Oscar Camacho-Nieto. "Synesthetic Musical Composition using Computational Intelligence." Research in Computing Science 147, no. 12 (December 31, 2018): 233–42. http://dx.doi.org/10.13053/rcs-147-12-22.

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Snyder, Susan. "Developing musical intelligence: Why and how." Early Childhood Education Journal 24, no. 3 (March 1997): 165–71. http://dx.doi.org/10.1007/bf02353274.

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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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Smoliar, Stephen W., and Jeanne Bamberger. "The Mind behind the Musical Ear: How Children Develop Musical Intelligence." Journal of Music Theory 38, no. 1 (1994): 144. http://dx.doi.org/10.2307/843831.

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Harwood, Dane L., and Jeanne Bamberger. "The Mind behind the Musical Ear: How Children Develop Musical Intelligence." Notes 49, no. 3 (March 1993): 940. http://dx.doi.org/10.2307/898927.

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Alcivar, Carmen Magdalena Mero, Roberto Olmedo Zambrano Santos, and Maria Rodriguez Gamez. "The musical intelligence as a basic competition in parvular teacher." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 352–60. http://dx.doi.org/10.37200/ijpr/v24i4/pr201014.

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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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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. 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). 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. 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.

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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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Knyazeva, Tatiana S. "Musical Abilities and Intelligence as a Subject of Research in Music Psychology and Psychology of Music Education." Musical Art and Education 7, no. 3 (2019): 30–45. http://dx.doi.org/10.31862/2309-1428-2019-7-3-30-45.

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The article provides an overview of scientific research on the relationship of musicality and general intelligence. It is noted that the problem of the relationship between musicality, musical achievements and intelligence is interdisciplinary. It is significant for general and music psychology as well as for the theory and practice of music education. There is a shortage of empirical and theoretical works on this topic in the modern Russian-language scientific literature, and that is what determines the relevance of the overview presented. The article discusses the role of general intelligence in the formation of a musical professional and musical and educational achievements. There is a continuity in the development of scientific ideas and approaches from the beginning of the last century to modern research. Musical abilities are shown to be largely determined by the intellectual potential of the individual, which explains the association of musical abilities with academic performance and abilities in non-musical areas. Modern approaches view musicality as a polymorphic entity which is better described in terms of multidimensional musical behavior. The formation of a professional in the musical field makes the relationship between musicality and intelligence more complex; it begins to be mediated by a combination of factors, a significant place among which is shared intelligence.

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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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Lazarenko, Natalia, Liudmyla Brovchak, and Lesia Starovoit. "THE DEVELOPMENT OF MUSICAL INTELLIGENCE IN JUNIOR SCHOOLCHILDREN DURING THE LESSONS OF THE ARTISTIC CYCLE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 21, 2019): 422. http://dx.doi.org/10.17770/sie2019vol4.3999.

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The relevance of the research is due to the necessity of implementation of the person-oriented approach into the educational process with the aim to provide the development of musical intelligence in junior schoolchildren on the basis of determining their individual peculiarities, forming their cognitive and communicative skills. Due to this, basic approaches to understanding and interpretation of the notion “intelligence” have been analyzed; scientific researches concerning the issue of the development of musical intelligence of children have been processed. The aim and objectives of the article, which consist in processing the dynamics of the development of musical intelligence of children in the process of artistic activities, have been set. Pedagogical conditions of the development of musical intelligence of children during the process of artistic activity have been singled out, the dynamics of the development of musical intelligence during the lessons of artistic cycle has been discovered in junior preschoolers with the help of testing and musical and creativity activities, degrees of studied qualities development have been compared in children of control and experimental groups, results of summative and final tests have been compared. It has been established, that without observance of special psychological and pedagogical conditions and without purposeful mental impact the development of musical intelligence in junior schoolchildren will have no effect, because changes that occur during the training in accordance with the traditional approach are random in most cases and cannot guarantee the effectiveness of children`s development.

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Mailes, Alana. "‘MUCH TO DELIVER IN YOUR HONOUR'S EAR’: ANGELO NOTARI’S WORK IN INTELLIGENCE, 1616–1623." Early Music History 39 (September 4, 2020): 219–52. http://dx.doi.org/10.1017/s0261127920000029.

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It has long been surmised that the Paduan singer, lutenist and composer Angelo Notari (1566–1663) was employed as a spy after immigrating to England circa 1610. In examining Venetian counterintelligence papers previously neglected by musicologists, I here confirm that Notari was indeed an intelligencer. More specifically, he was a paid informant for the Venetian State Inquisitors between 1616 and 1619 and participated in a contentious international trial concerning the Venetian ambassador to England, Antonio Foscarini. I argue that Notari's work as a musician was inextricable from his identity as an intelligencer and former Venetian citizen and demonstrate that Italian musicians in Jacobean London significantly influenced international diplomatic relations. By identifying intersections between the two highly social practices of music-making and intelligence-gathering, I encourage greater musicological attention to political networks that transmitted music across borders and, conversely, musical networks that transmitted political intelligence. I thus situate seventeenth-century musical transculturation within its broader diplomatic, confessional and economic contexts.

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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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Heldisari, Hana Permata. "Musical Ability and Interpersonal Intelligence in The Late Childhood Period." Gondang: Jurnal Seni dan Budaya 4, no. 2 (December 20, 2020): 185. http://dx.doi.org/10.24114/gondang.v4i2.18867.

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Learning to adjust to peers and develop attitudes towards social groups and institutions is one of the developmental tasks of late childhood. Musical abilities present as innate and function since childhood.Associated with two things namely interpersonal intelligence and musical abilities, both are being developed in late childhood. This study aims to determine whether there is a relationship between musical ability and interpersonal intelligence in the late childhood period. This research uses quantitative research method with the type of correlation. The population of this research was all students in grade 1-3 of Pangen Gudang Purworejo State Elementary School with a total of 107 people. The sample in this study was taken proportionally stratified random sampling, with a sample size of 32 people. The data collection was carried out by using questionnaire and test techniques. The data analysis uses product moment correlation, with musical ability as the independent variable and interpersonal intelligence as the dependent variable. The result showed that there was a strong and significant positive relationship between musical abilities and interpersonal intelligence in children during late childhood period. This evidence was obtained by r count > r table (0.643> 0.349) at 5% significance level. This means that the higher the musical ability, the higher the interpersonal intelligence students will have.

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Vantomme, Jason D., and David Cope. "Bach by Design: Experiments in Musical Intelligence." Computer Music Journal 19, no. 3 (1995): 66. http://dx.doi.org/10.2307/3680660.

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Cope, David. "Computer Modeling of Musical Intelligence in EMI." Computer Music Journal 16, no. 2 (1992): 69. http://dx.doi.org/10.2307/3680717.

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Czyzewski, Andrzej, Lukasz Litwic, and Przemyslaw Maziewski. "Computational intelligence approach to archival musical recordings." Journal of the Acoustical Society of America 120, no. 5 (November 2006): 3235–36. http://dx.doi.org/10.1121/1.4788243.

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Al-Onizat, Sabah Hasan. "Measurement of Multiple Intelligences among Sample of Students with Autism, and Intellectual Disability Using Teacher Estimation and Its Relationship with the Variables: The Type and Severity of Disability, Gender, Age, Type of Center." International Journal of Education 8, no. 1 (March 22, 2016): 107. http://dx.doi.org/10.5296/ije.v8i1.8268.

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This study aims to measure the multiple intelligence among sample of student with autism disorder and Mental disability by using teacher estimation in multiple intelligence scale and its relationship with the variables: type and severity of disability, gender, and the type of center, the study sample consisted of (81) student with autism and (85) student with mental disability, male and female, who enrolled in private and governmental situations in Amman. And for achieving the goals of the study the researcher developed the multiple intelligences assessment tool consists of (56) items, were verified validity and reliability of the tool where it was found that with acceptable degrees of reliability and validity. After processing the data statistically and analyzed, the results indicated that the most visible intelligence in mental disability is of musical intelligence, and in autism student is the kinesthetic intelligence, And Autistic children also showed superiority in arithmetic and kinesthetic intelligence compared with mental disability. Also children with mild disabilities have high performance in all type intelligences. And there are no differences in type of intelligence according to the gender and this proves that disability affects the brain regardless of the gender. While the adolescents have superiority in each of the linguistic, social and musical intelligence, there are no differences in the multiple intelligences depending on the type of center which the student attends in it.

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Hujjatusnaini orcid, Noor Naini, Meliyani Meliyani, Yuliandari Yuliandari, Iis Yulianti, oor Yulia Sulistiowati, and Nur Istiqomah. "Analisis Pola Hubungan Antara Gaya Belajar, Karakter dan Multiple Intelligences Mahasiswa Pada Pembelajaran Biologi Terintegrasi Fenomena Coronavirus-19." Jurnal Bioterdidik: Wahana Ekspresi Ilmiah 8, no. 3 (December 30, 2020): 76–83. http://dx.doi.org/10.23960/jbt.v8i3.21646.

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This research is a qualitative descriptive study that aims to determine the relationship patterns of learning styles, characters and multiple intelligences of students in biology learning integrated of the coronavirus-19 phenomenon. The research method is a cross-sectional survey method. The research sample was 40 students in the Biology Education Study Program of IAIN Palangka Raya. The results of the study that the learning styles, character, and multiple intelligences possessed by students showed a strong and mutually influencing relationship. Students with linguistic verbal intelligence and mathematical logical intelligence have higher moral-knowing, while students with intrapersonal, visual, and musical intelligence have stronger moral-feeling. In contrast, students with naturalist, interpersonal, and kinesthetic intelligence have the moral-action with the strongest personality values.

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Krishnan, Vijaykumar, Karen A. Machleit, James J. Kellaris, Ursula Y. Sullivan, and Timothy W. Aurand. "Musical intelligence: explication, measurement, and implications for consumer behavior." Journal of Consumer Marketing 31, no. 4 (June 3, 2014): 278–89. http://dx.doi.org/10.1108/jcm-01-2014-0843.

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Purpose – The purpose of the paper is to develop and test a psychometrically valid scale for musical intelligence as an individuating variable. This scale can elicit individual differences on reactions to sonic branding stimuli such as audio logos, radio jingles and commercial music. Design/methodology/approach – A two-step confirmatory factor analysis followed by structural equation modeling was used to develop and test the scale. Data were collected across three studies consisting of 470 participants. The scale was developed and nomologically validated. Findings – Findings suggest that musical intelligence discriminates reactions to music as evidenced by the three component conceptualization of musical intelligence. Originality/value – This study offers an original, three-component conceptualization of musical intelligence, proposes a measurement scale and then presents evidence of construct validity. Finally, the paper discusses potential applications of the scale in personality research.

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Binsa, Ucik Hidayah, and Iys Nur Handayani. "Implementasi Asessmen Otentik dalam Mengembangkan Multiple Intelligences di TKIT Baitussalam Prambanan." Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini 2, no. 1 (March 6, 2020): 52. http://dx.doi.org/10.35473/ijec.v2i1.414.

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Implememtasi asesmen otentik dalam mengembangkan multiple intelligence di TKIT Baitussalam sudah sesuai dengan mengembangkan multiple intelligence pada anak dan guru dapat mengimplementasikan asesmen otentik tersebut. Dari 9 aspek multiple intelligence masuk ke dalam instrumen asesmen otentik anak. Sembilan aspek multiple intelligence, yakni: 1) Kecerdasan linguistic, 2) Kecerdasan matematis-logis, 3) Kecerdasan visual spasial, 4) Kecerdasan musical, 5) Kecerdasan kinestetik, 6) Kecerasesmen yang di dasan interpersonal, 7) Kecerdasan intrapersonal, 8) Kecerdasan naturalis, 9) Kecerdasan eksistensial atau kecerdasan spiritual. LPPA (Laporan Pencapaian Perkembangan Anak) / Raport adalah bentuk asesmen otentik yang diberikan kepada orangtua di TKIT Baitussalam.keywords: asesmen otentik, multiple intelligences

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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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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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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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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.

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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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Journal articles on the topic 'Musical intelligence'

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