Evaluation of Students’ Opinions on Mathematics Teaching Process Designed According to Multiple Intelligence Theory (original) (raw)
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2011
The fundamental basic theory of this study comes from Howard Gardner, who introduced a theory of human intelligence known as the Multiple Intelligences Theory. This theory concludes that there are eight types of intelligence which belongs to each person. The purpose of this study was to find out the implementation of multiple intelligences based learning to improve students' learning activities, response, and learning outcome in mathematics. This research was conducted in SMP PGRI 1 Ciputat in academic Year 2009/2010. This research used Classroom Action Research, which consists of four stages research procedures were planning, action, observation, and reflection. The instruments of collecting data were using observation sheet activities, daily student journals, interview, and test. The result of the research revealed that the implementation of Multiple Intelligences based learning can enhance mathematics learning activities, giving a positive response towards mathematics and to improve student learning outcomes.
2011
The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade science and technology teachers, including 254 teachers in total. The data in the study were collected through "The Inventory of Class Activities Done in line with the Intelligence Areas", and "the Semistructured Interview Form". The quantitative data were analyzed by descriptive statistics such as mean, standard deviation, and one-way analysis of variance. The qualitative data were analysed by content analysis as well. It was found that teachers generally used activities addressing for all intelligence areas, they were aware of the multiple intelligence theory, not the subject teachers but the elementary teachers and the senior teachers use teaching activities for more than one intelligence area in their classes. It was determined from the teachers' responses to the questionnaire that teachers were aware of the activities for intelligence areas. However, the interviews revealed that they could not transfer their knowledge about intelligence areas into their classes. Therefore; it could be observed and investigated why teachers did not implement their knowledge about multiple intelligence theory into their classes and their efforts in the preparation, planning, practice and evaluation phases of teaching.
Integrating Multiple Intelligence in Teaching Mathematics
This research focuses in the implementation of the Multiple Intelligences as an approach in teaching Mathematics. The researchers integrate the top three Multiple Intelligences of the students in discussing mathematical concepts. They used books, journals, magazines and online articles to support the results that they obtained in conducting experimental research. As a result, the paper shows that Multiple Intelligence approach enhance the students’ performance by having a significant difference on the pre-test and post-test. In addition, traditional approach can still be used for the reason that it also improves the result of the students’ attitude towards mathematics. This study will enlighten the schools, teachers and even the students about the value of Multiple Intelligences in teaching. As a recommendation, future researchers can employ the Multiple Intelligences stated by Gardner in order to utilize the potential of all the students. Keywords: multiple intelligences, traditional approach, instruction, performance
The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade science and technology teachers, including 254 teachers in total. The data in the study were collected through “The Inventory of Class Activities Done in line with the Intelligence Areas”, and “the Semi-structured Interview Form”. The quantitative data were analyzed by descriptive statistics such as mean, standard deviation, and one-way analysis of variance. The qualitative data were analysed by content analysis as well. It was found that teachers generally used activities addressing for all intelligence areas, they were aware of the multiple intelligence theory, not the subject teachers but the elementary teachers and the senior teachers use teaching activities for more than one intelligence area in their classes. It was determined from the teachers’ responses to the questionnaire that teachers were aware of the activities for intelligence areas. However, the interviews revealed that they could not transfer their knowledge about intelligence areas into their classes. Therefore; it could be observed and investigated why teachers did not implement their knowledge about multiple intelligence theory into their classes and their efforts in the preparation, planning, practice and evaluation phases of teaching.
Developing Trigonometry Mathematic Learning Based On Multiple Intelligence Theory
2018
The aims of this research is to produce trigonometry mathematic learning based on multiple intelligence theory that validity, practically, and effectiveness. The learning that includes base on lesson plan (RPP) and learner’s worksheet (LKPD). This development model used in the research is the Plomp’s model (preliminary research, prototyping phase, and assessment phase). The research’s subject was 23 students at grade X SMAN 05 Mukomuko, Bengkulu. The instrument used in this research was validation sheet, teacher and student’s questionnaire and test of mathematic learning result. The product of learning said to be valid if the result learning were valid of content and construct. Practically seen from using the product. Effectiveness seen from the learner’s presentation complete on the test least 70%. Expert validation result show that validation assessment. Practically reached category based on teacher and the student’s questionnaire. The effective said to be effective based on the m...
Journal of Physics: Conference Series, 2017
The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student's achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student's achievement, mathematical connection ability, and self-esteem. Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Procedia Computer Science, 2011
Multiple intelligences theory (MIT) which takes into account students' individual differences has an important role in the teaching and learning process. In this study a novel learning environment based on MIT which takes students' interests and needs into an account has been developed. Many activities were carried out depending on students' intelligence types. The effects of different activities on students' achievements, attitudes toward chemistry and retention of knowledge in periodical features' variety at the 10th class were measured and compared. The comparison between experimental group, which was instructed through MIT learning strategies and materials, and control group thought by traditional methods was observed. The research was applied in the first semester of 2009-2010 education years. The study carried out on 75 high school students in Izmir. The application of the study was lasted for 8 weeks containing methods and tests' practices. Following MIT assessment survey, achievement test and attitude scales were used to analyze its effectiveness. Based on the theories and literature data, an instructional material included concept maps, puzzles, stories, classical music in background, group games, and photos about periodic features' variety as an alternative to traditional written material. As a result of statistical analysis there were significant differences between achievement post-test and attitudes post-test towards chemistry course of control and experimental groups. Consequently, instructional methods needed to be varied so students could use their intellectual strengths to better understand topics, increase their intrinsic motivation, intervention and encourage active student engagement to improve learning at middle school level.
Materials Teaching of Basic Skillsbased on Multiple Intelligences Theory in Muhammadiyah University
2017
The purpose of this study is to describe the stages of development of basic skills teaching materials based on multiple intelligences theory and analyzing the effectiveness of their use for prospective teachers of Mathematics Education Program in MuhammadiyahUniversities towards the aspects of student achievement, the potential of tools and materials, the potential of stakeholder support, as well as content substance and structural flexibility design. This research is a research and development (R & D) research. The series of research and development are data collection, product design, product design validation, design revision, stage I testing, revise the first phase of product, phase II testing, product improvement, and last analysis of the effectiveness of the use. Design validation is done by the learning expert and the media expert. The design validation of the developed instructional material is quite valid (minor revision). The first stage test stated that the developed mate...
The effectiveness of math learning based on multiple intelligence: Implications at MTs Darul Ma’wa
PROCEEDINGS OF THE 6TH PROGRESSIVE AND FUN EDUCATION INTERNATIONAL CONFERENCE
The diversity of students sometimes becomes an obstacle in determining effective learning methods. Therefore, the teacher learning process is required to be able to facilitate any existing diversity. This is a Class Action Research (CAR) that aims to analyze learning effectiveness based on Multiple Intelegences. The research was conducted at MTs Darul Ma'wa Gayabaru VI 2019/2020 school years. The subject consists of 17 students from 8 th grade of odd semester. The technique of collecting data used observations, questionnaires, and test. Data analysis using descriptive. The results showed implementation learning strategies based on multiple intelegences effective to improve student learning outcomes. Based on data, the percentage of learning outcomes from cycle 1 to cycle 2 increase i.e 41,17% in cycle 1 to 76,47% in cycle 2 with Minimum Completeness Criteria (MCC) score is 70 and target Class Action Research (CAR) is 75% of all students who received a score of ≥ 70. Based on these conclusions, the authors recommend multiple intelligence-based learning strategies in learning mathematics, learning materials especially two-dimensional figure.