The Effect of Various Learning Approaches on Mathematical Learning Outcomes based on the Multiple Intelligences of Students (original) (raw)
Related papers
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.
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
Multiple Intelligences and Mathematics Teaching
1994
This paper examines a model of individual ways of learning and its implications for mathematics teaching. Topics discussed include: alternative ways that students use to represent mathematical ideas, management or control mechanisms, related models of learning preferences, ways in which students relate and manipulate ideas, and implications of this model of individual learning preferences for the teaching of mathematics. Contains 10 references.
Students’ Mathematics Problem-Solving Strategies Based on Multiple Intelligences
2020
Idawani, Rahmah Johar, Cut Morina Zubainur Abstract—Problem-solving is one of the skills required by 21-century students. Several students' intelligences that can strengthen their problemsolving skill is known as multiple intelligences. The various intelligence leads students to use different strategies in solving a problem. This study employed descriptive research with a quantitative approach to study the students’ strategies in solving a mathematics problem based on their multiple intelligences. In this study, students’ multiple intelligences were investigated through multiple intelligences profiling questionnaire VII (MIPQ VII). Further, an interview was conducted to collect the data of the students’ problem-solving strategies. Twenty-nine students in one of the junior high schools in Banda Aceh participated in the study. The results revealed that there was a variety of intelligence among the students in Aceh. Students with intrapersonal intelligence tended to use the strateg...
“Human beings differ from one another and there is absolutely no reason to teach and assess all individual in the identical way”. - Dr. Howard Gardner Keeping this in mind, the Multiple Intelligence Theory has paved its way to the teaching process to treat individual differences seriously. The Multiple-Intelligence (MI) theory primarily listed seven intelligences which come and work together: verbal-linguistic, logical-mathematical, interpersonal, intrapersonal, visual-spatial, bodily-kinesthetic and musical/rhythmic. Eventually, he added the naturalist intelligence, the existential intelligence, and the so-called “pedagogical intelligence”. His theory became highly popular with K-12 educators around the world who seeks ways in reaching their students until trying a different approach. Because of these kinds of experiences, the idea of learning styles and multiple intelligences reverberate with many educators. As pointed out by Fliess (2009), Gardner developed the multiple intelligences on 1983 to help educators, psychologists and parenting experts better understand how children process and learn information. While in the excerpt written by Westerberg (2012), Gardner directly says that multiple intelligences are not a statement about learning styles. In addition, he emphasized that Gardner himself describe learning style as an “incoherent hypothesis”. However, either of the two is still learning theory until now. The use of MI and LS, based on most educational researchers, have many benefits in the field of teaching and learning process. On the other hand, McLeod (2010) explore the idea about learning styles regarding with “Kolb-Learning Style Theory”. He found out that both learning stages and cycle present by Kolb could be used by teachers to critically evaluate the learning provision typically available to students, and develop more appropriate learning opportunities. While Liston (2009)in her study about Different Learning styles in mathematics teaching, have found out that conceptions of mathematics open a window to students understanding of mathematics. Students’ view of mathematics affects the quality of the students understanding and learning outcomes. Teachers’ conceptions of mathematics are perhaps most important for the future of mathematics education, since it is these very conceptions that influence teachers’ approaches to teaching and bring about change in the mathematics classroom. In seeking for applicable learning opportunities, many teachers are challenged in their teaching stint. In spite of their cautious preparation in their lesson planning and the use of all sorts of learning aids, the dilemma of academic performance is still on the line, which is commonly the measure of classroom learning. As emphasized by Bruke& Dunn (2006), classroom teachers and educators are aware that each student learns differently. Through education classes and constant discussion, educators are aware that by identifying each student learning style, teaching to his or her learning style and implementing curriculum that compliments student learning can improve on-task behavior and increase content knowledge. The thought of identifying each student learning style may seem impossible and time consuming. However, with the right instrument, that is quick and effective, the process will be much more approachable. A pressure has been placed on teachers to increase students’ grades on academic achievement test. The researchers know that teaching to a students’ learning style will improve scores. The researchers tend to explore on how the multiple-intelligence and the learning styles affects the academic performance of the students specifically in Mathematics. The academic performance of school reflects the academic achievement of the learner’s as the purpose of the National Achievement Test imposed by the Department of Education. As lectured by Benito (2010), NAT, is a Philippine ‐made standardized test designed to determine pupils/students’ achievement level, strengths and weaknesses in five key curricular subject areas at the end of the school year. The result of the National Achievement Test is chosen as a basis of the school’s academic performance. The schools served as samples are the ones where the researchers are taking their field study. Table1 NAT results 2011-2014 (School Ranking in Mathematics) School 2011-2012 2012-2013 2013-2014 Rank MPS Rank MPS Rank MPS Justice Emilio Angeles Gancayco Memorial National High School 17th 59.13 30th 32.03 11th 53.52 LimayNational High School 13th 65.78 18th 46.8 22nd 42.45 Lamao National High School 14th 63.83 10th 61.88 17th 44.28 Mariveles National High School (Cabcaben) 18th 40.3 17th 48.22 15th 47. 24 As the preceding table shows, Limay National High School has shown a decline in the NAT ranking in the past three years when it regards to its performance in Mathematics. In fact, in the recent NAT results, it ranked lowest among the four schools. Because of this, the researchers chose Limay National High School, as the research local. In reality, majority of Math classes consist of a teacher-led lesson, directed at the whole class, followed by individual practice (e.g. board works, drills) and sometimes group-activity reinforcement. It is mainly because Mathematics deals solely with concepts and theories. As the course of classroom learning shifted its gears to progressive classroom, the monotony of classroom instruction in Mathematics is ceased. From the teacher-centered instruction, students’ diversity is also taken into consideration. Gardner’s Multiple Intelligence Theory can greatly help teachers to revolutionize the classroom instruction. On the other hand, Loori (2005) tackles the differences of intelligence preferences according to gender. Males preferred learning activities involving logic and mathematical intelligences, whereas females preferred learning activities involving intrapersonal intelligence. The comparative study between the genders regarding with the differences of intelligences reflects that either male or female, multiple intelligences and learning styles should not incorporate in identical way. It is fair and functional if all individuals perform on its domain rather than be traditionally tested in general intelligence. This would bring the chances of every individual on its field of inclination, expertise and actual intelligence. In addition to the use of MI-based instruction and how it affects the preferred learning styles of students, Orog (2012) states that student with musical inclination are doing a well-coordinated skill level with that of tactile-kinesthetic group of learners, or the presence of both intelligences to the same group of students. This information only reveals that a musically inclined learner is almost have the same level of learning style with tactile-kinesthetic learners as the performance-based assessment, in accordance to Orogs’ study, affirms the correlation to each other. There are many ways to incorporate MI and learning style theory in the curriculum, and there is no set method by which to incorporate these theories. The proponents of this study have been entering the world of field study required in their profession for almost 3 years. It can be typically observed that some students, despite of attending and sitting inside the classroom, are still deprived of learning since, the gap of the teaching style and learning style was not narrowed down. Most of the teachers, specifically mathematics educators, do not incorporate the theories about multiple intelligences and learning styles in classroom instruction. Adding the fact, that it narrows the measurement of academic performance to test scores. Hence, students do not receive the learning they need to acquire, disrupting the utilization of their true potentials. This research may help the teachers to consider incorporating MI and learning styles in the field of instructing mathematics. The primary goal of this research is to help math teachers realize that they should know more about the two concepts, assess the students’ learning styles as soon as possible in order to help students develop their different intelligence factors in a way which is conducive to their individual learning styles. As a result, when these important aspects are understood and acted upon, teaching strategies will become more efficient and effective and learning becomes more enjoyable for students who find difficulties in the traditional classrooms. Consequently, the diversity of students, due to various learning styles and multiple intelligences, can be more appreciated and its implication with the students’ academic performance can be used as a guideline to improve the classroom instruction in Mathematics, as the researchers want to address. All in all, this research aims to initiate change, to the educational system, in order to produce globally-competitive, productive, and life-long learners with the inclusion of MI and LS in the teaching-learning process.
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.
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.
Journal of Arts & Social Sciences, 2020
In this research, it is aimed to introduce the teaching process related to the mathematics course designed according to multiple intelligence theory and to evaluate the students’ opinions about the teaching process. Action research design was used in the research. Purposeful sampling method was used in the research group. The research group consisted of 18 students attending a high school. As a result of the evaluation of the observation forms applied, the students developed materials and activities related to their own intelligence areas related to trigonometry. The interview form was analyzed with descriptive analysis method. As a result of the research, it was determined that the students stated that the lessons were more fun and they learned the subject more easily with the activities designed according to multiple intelligence theory. It was concluded that the students learned by doing by themselves because they prepared the materials themselves, they participated in the classe...