Table 1 - available via license: Creative Commons Attribution 3.0 Unported
Content may be subject to copyright.
Source publication
This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students' concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 stu...
Context in source publication
Similar publications
The purpose of the current study was to: (a) examine the frequency of prior knowledge (PK) activation in elementary classrooms while students were engaged with text, (b) investigate the relevance of students’ responses to teacher prompts, (c) explore the nature of teachers’ and students’ prior knowledge activation utterances, and (d) investigate wh...
This research was examined the teachers’ readiness for the implementation of 21st century skills in teaching English in private primary schools in Buleleng. The research was done in North Bali Bilingual School and SD Mutiara. The respondents involved in this research were 15 respondents. There were English teachers, teachers who use English as the...
Much of the existing research on academic integrity surveys students. This study compares survey responses of students, teachers, and school administrators from schools in 76 countries worldwide. The surveys addressed their knowledge, understanding, and attitudes toward academic honesty, how it is taught at their school, as well as school experienc...
In the present study an attempt has been made by the investigators to study the perception of secondary school teachers and students towards the Private Tuition. The investigators have been used descriptive survey method for the present study. The sample consists of 100 teachers and 150 students from 05 (Five) selected secondary school which are si...
Citations
... It pertains to the ability to skilfully employ language for expressive purposes, such as rhetoric or poetry, as well as to comprehend and interpret the language of others (Gardner, 1983;Luo & Huang, 2019). It involves skills such as the ability to use complex words and phrases, communicate fluently verbally, and make persuasive arguments or compelling narratives (Pratiwi et al., 2018b). In the realm of language acquisition, individuals with elevated verbal-linguistic intelligence demonstrate greater proficiency in activities related to reading, writing, and oral communication within the target language (Shakouri et al., 2016). ...
... On the basis of the above, verbal linguistic intelligence could mediate the relationship between selfefficacy, academic engagement, and academic flow in writing. High self-efficacy can enhance the utilisation of one's linguistic intelligence (Pratiwi et al., 2018b). Similarly, academic engagement could be enriched through the effective use of language, potentially enhancing the student's capacity to achieve academic flow in writing (Goh & Yang, 2021). ...
This study examined the mediation role of verbal-linguistic intelligence in self-efficacy and the impact of academic engagement on academic flow in academic writing. Data from 213 students in the Department of English Education and English Literature of the University were collected using instruments such as GSE, UWES, MIDAS, and subjective flow measures and analysed with SEM. The instruments’ validity was ensured through CR, AVE, and Cronbach’s alpha. The study found no gender significant differences in the variables, and identified significant positive correlations among them, especially between academic engagement, verbal intelligence, and flow. Verbal linguistic intelligence played a mediator role, underscoring the importance of strategies to enhance it in the teaching of academic writing.
... The birth of Kurikulum Merdeka is believed to be able to answer strategic issues about multiple intelligences that each student has. The theory of multiple intelligences states that every child is born with various intelligence potentials, and these potentials have an effect on the learning success of individuals (Lei et al., 2021;Pratiwi et al., 2018;Shearer, 2018). In relation to Kurikulum Merdeka, it is then emphasized that this curriculum offers freedom to students to explore their talents and interests further (Rahayu et al., 2022). ...
In order to achieve quality learning in accordance with the aspirations and the fourth goal of SDGs, teachers need to create learning that is complete and in accordance with the needs of students. This complete and appropriate learning can be demonstrated by the teaching modules used by the teacher. In fact, teachers still encounter problems in compiling teaching modules that suit the needs of students in the current era of digital technology. This obstacle is also experienced by high school English teachers in Sidoarjo. One of the challenges is the lack of innovation in using and implementing information and technology-based English learning media. Therefore, with this community service, the authors aim to increase the high school English teachers' innovation through training on teaching module development with EdPuzzle integration. The success of this program was measured from a questionnaire filled out by the teachers. As a result, teachers who previously did not know what EdPuzzle was were finally able to create and implement it in class. They argue that digital media such as EdPuzzle is very useful for teaching and learning English. Thus, this community service has been carried out properly and succeeded in achieving the planned goals.
... This is strengthened by the result of a research showing that MI-based learning can improve conceptual mastery. Besides, students' interest in the learning process can also improve so it brings optimum effects (Pratiwi et al., 2018). ...
This study aims to develop performance assessment instruments in the MI (Multiple Intelligences) based basketball game by: (1) proving the validity of the content of the instrument, (2) proving the validity of the instrument construct, (3) conducting a model fit analysis and item fit with IRT (Item Response Theory), and (4) analyzing the effectiveness of the developed instrument product. Methods in developing assessment models using IDDIE (analysis, design, development, implementation, and evaluation). The research subjects used were 1053 students in five schools in five districts in Yogyakarta Province. The development of a scoring model resulted in (1) the validity of the contents of the five raters using the V-Aiken method yielding a value of 0.92; (2) the validity of the performance instrument construct shows 28 aspects of the warning with a loading factor of 0.3; (3) the fit model for this instrument matches the ability of the learner between -4.817 to 2.24; (4) the effectiveness of the product showed a high value, i.e., 38% of users felt "very satisfied," 56% of users felt "satisfied," and 6% of users felt "dissatisfied."
... Good concept mastery is also influenced by authentic assessment learning models. It approaches through project-based learning (Andanawarih, Diana and Amprasto 2019), STEAM (Wandari, Wijaya and Agustin 2018), multiple intelligence-based learning (Pratiwi, Rochintaniawati and Agustin 2018), and Brain-Based Learning (Sani, Rochintaniawati and Winarno 2019). In this study, the authors conducted research using a challenge-based learning (CBL) model to investigate the improvement of students' physics concept mastery. ...
... Students' concept mastery can be improved based on students' experience in solving challenges. In previous studies, the improvement in concept mastery was analyzed through the value of N-gain (Andriani, Sunyono and Abdurrahman 2018;Furqani, Feranie and Winarno 2018;Pratiwi, Rochintaniawati and Agustin 2018;Wandari, Wijaya and Agustin, 2018;Andanawarih, Diana and Amprasto 2019;Salsabila et al. 2019;Sani, Rochintaniawati and Winarno 2019). The progress in concept mastery was also analyzed using ANOVA test (Satriawan, Liliasari and Setiawan 2019;Amalia et al. 2020) and t-test (Setiawan, Sopandi and Hartati 2020). ...
... Furthermore, through Edmodo media, teachers can guide students. Previous research also found that the use of Edmodo for learning can help improve students' conceptual mastery (Pratiwi, Rochintaniawati and Agustin 2018;Vania, Setiawan and Wijaya 2018;Baharun et al. 2019), student performance in completing homework (Yalçın and Şevik 2019), and there are differences in learning achievement between students who study using Edmodo and students who use conventional learning (Vania, Setiawan and Wijaya 2018;Baharun et al. 2019). On the other hand, students with low-quality concept mastery are known to be less able to use Edmodo media due to several factors. ...
Concept mastery is one of the main goals in the learning process. This study aimed to analyze the improvement of students’ physics concept mastery by implementing challenge-based learning with Edmodo-assisted learning. This study used mixed methods with an embedded experimental model research design. The research sample was 10th-grade students in a public vocational school’s food crops and horticulture agribusiness program. Data analysis employed the Rasch model with the help of ministeps software version 4.1.1. The results of this study indicate a significant increase in students’ conceptual mastery of +3.44 logit. The average logit value of students’ abilities is higher than the average logit value of the item difficulty level. Students’ physics concept mastery can be improved through the challenge-based learning model assisted by Edmodo.
... Penguasaan konsep sangat penting dilalakukan disekolah, karena konsep tersebut sebagai pijakan dalam mengasah keterampilan berpikir kritis (Pratiwi et al., 2018) (Ramdani et al., 2021). Kemampuan dalam penguasaan konsep juga dianggap sebagai dasar proses mental yang tinggi untuk merumuskan prinsip yang sesungguhnya . ...
Existing human resources must be prepared early. Indeed, national education aims to create intelligent and competitive generations. This research is oriented towards the influence of CAM, which is implemented in the learning process. This research method is quasi-experimental. The research design used a non-equivalent control group design. As a sample is XI grade in SMA Muhammadiyah 7 Surabaya. Data collection techniques through observation and tests, critical thinking skills test sheets and students' concept mastery tests. Descriptively, self-critical thinking skills are 100% completed classically. The results of the t-test have a significance value of ≤ 0.05, which is 0.000. Then for mastery of the concept from the results of the t-test, the significance value is ≤ 0.05, namely with a significance value of 0.000. From the results of this study, it can be concluded that there is an influence of CAM p on students' critical thinking skills and students' mastery of concepts.
... Pembelajaran berbasis kecerdasan jamak membantu meningkatkan penguasaan konsep dan minat anak dalam materi pembelajaran (Pratiwi et al., 2018). Kecerdasan jamak seperti spasial, linguistik, interpersonal, musikal, natural, kinestetik, intrapersonal, dan logika matematik efektif memaksimalkan potensi diri pada pendidikan anak usia dini (Violinda, 2012). ...
Ketupat merupakan produk budaya berbagai suku bangsa di dunia. Pembuatannya dilaksanakan dalam kehidupan sehari-hari sejak dini yang memerlukan pengetahuan tentang bahan dan teknik pembuatan, internalisasi sosial-emosional dalam kerjasama, dan bahasa sebagai alat komunikasi. Penelitian bertujuan mendeskripsikan pengembangan kecerdasan jamak, yang terdiri dari kecerdasan kognitif, fisik motorik, sosial-emosional, dan bahasa sebagai akibat praktik pembuatan ketupat janur. Menggunakan metode inquiri dengan langkah-langkah tindakan: question, student engangement, cooperative interaction, performance evaluation, variety of resources. Jenis ketupat janur yang dipraktikkan yaitu ketupat nasi, dan ketupat sirikan. Dipilih 60 orang anak usia 5-6 tahun secara proporsional dari berbagai suku dan agama di Kota Mataram. Data dikumpulkan menggunakan teknik observasi dan catatan anecdote, dan metoda deskriptif kualitatif digunakan menganalisis data. Ditemukan praktik pembuatan ketupat janur dapat mengembangkan kecerdasan kognitif, sosial-emosional dan bahasa dengan kategori sangat baik. Mengoptimalkan pengembangan kecerdasan kognitif, sosial-emosional, dan kecerdasan bahasan anak dapat dilakukan menggunakan projek kegiatan yang melekat dengan kehidupan sehari-hari seperti praktik pembuatan ketupat janur yang disesuaikan kebutuhan anak.
... Kimia representasi merupakan konsep yang sangat penting dalam memahami ilmu kimia (Berkel et al., 2009). Pembelajaran kimia dengan mengadopsi konsep representasi ini dinilai sebagai suatu tindakan yang paling tepat dan efektif dalam mengkonstruk model mental (Darmiyanti, Rahmawati, Kurniadewi, & Ridwan, 2017;Yuanita & Ibrahim, 2015), keterampilan berpikir kritis (Indrawati, Suyatno., & Rahayu, 2015;Insyasiska, Zubaidah, & Susilo, 2015;Sastrika, Sadia, & Muderawan, 2016;Yanuarti & Azizah, 2013;Zoller & Pushkin, 2007), dan kemampuan spasial mereka (siswa) (Hanafin, 2014;Kurniawan, Rustaman, Kaniawati, & Hasanah, 2017;Pratiwi, Rochintaniawati, & Agustin, 2018) khususnya dalam memahami kimia secara holistik (Ardac & Akaygun, 2012;Becker, Stanford, Towns, & Cole, 2015;Bruce et al., 2016;Ott, Brünken, Vogel, & Malone, 2018;Pande & Chandrasekharan, 2017;Ryan & Herrington, 2014;Trivic & Milanovic, 2018). ...
... Hal ini berkaitan dengan seberapa jauh pengajar mengetahui pola belajar dan karakter peserta didik dalam proses pembelajaran (Caltabiano, Hajhashemi, & Anderson, 2017;Kurniawan et al., 2017;Rahmawati, 2018). Analisis kecerdasan merupakan bagian yang juga bersifat vital untuk diketahui oleh pengajar agar pengajar bisa merancang dan mendesain suatu model pengajaran dan pembelajaran yang sesuai dengan karakter dan kebutuhan peserta didik (Barke et al., 2009;Gilbert & Treagust, 2009;Pande & Chandrasekharan, 2017;Pratiwi et al., 2018;Ratnasari et al., 2018). ...
Kimia representasi merupakan konsep yang sangat penting dalam memahami ilmu kimia. Dampak terbesar yang mungkin diperoleh dari tindakan pengadopsian konsep pembelajaran kimia berbasis representasi adalah kadar miskonsepsi yang cukup menjamur dalam pembelajaran kimia mampu direduksi secara bertahap sehingga paradigma bahwa materi kimia merupakan materi yang sulit dipahami dihilangkan. Indikator keberhasilan pembelajaran kimia tentu berhubungan dengan sejauh mana progres perkembangan pemahaman dan gaya belajar siswa di kelas. Tujuan kegiatan ini yakni untuk mendesiminasikan bagaimana peran konsep representasi kimia dan gaya belajar (kecerdasan ganda & self-efficacy) dalam pembelajaran kimia. Metode kegiatan yang digunakan yaitu metode sosialisasi formal. Peserta kegiatan ini ialah 66 guru SMA Se-Kota Banjarmasin. Teknik pengumpulan data yaitu teknik dokumentasi, observasi, dan wawancara agar memeproleh informasi yang jelas dari para responden. Hasil kegiatan menunjukkan bahwa masih banya guru yang belum mengetahui pentingnya menganalisis kebutuhan dan gaya belajar siswa sebelum pembelajaran terjadi sehingga kegiatan ini memberi dampak besar khususnya bagaimana membuat pembaharuan dalam pembelajaran kimia. Artinya, Multi Representasi kimia & Learning Style (Kecerdasan Ganda-Self Efficacy) adalah jembatan sebagai penguatan & rekonstruksi pengetahuan dalam pengajaran dan pembelajaran kimia. Terkhusus bagi guru bahwa menganalisis kebutuhan belajar peserta didik adalah acuan awal dalam mendesain suatu model pembelajaran yang tepat dan sesuai dengan karakter peserta didik. Representative chemistry is an essential concept in understanding chemistry. The most significant impact of using the idea of representation-based chemistry learning is that it can reduce the level of misconceptions that are mushrooming in chemistry learning gradually so that the negative paradigm about chemistry can be lost. Besides, indicators of the success of learning chemistry are positively related to the development of students' understanding and learning styles in the classroom. This activity aims to disseminate the concept of chemical representation and learning styles (multiple intelligence & self-efficacy) in chemistry learning. The method used is the formal socialization method. Data collection techniques are documentation, observation, and interview techniques to obtain precise information from the respondents. The activity results show that teachers still do not know the importance of analyzing students' needs and learning styles before learning occurs. This activity has a significant impact, especially on how to make changes in learning chemistry. This means that the Multi Representation of Chemistry & Learning Style (Multiple Intelligence-Self Efficacy) is a bridge as strengthening & reconstruction of knowledge in teaching and learning chemistry. Especially for teachers, analyzing students' learning needs is an initial reference in designing an appropriate learning model and following students' character.
... Students' mastery of concepts increases after being taught using multiple intelligence-based learning, referring to the results of their pretest and posttest scores in the concept material. Multiple intelligence-based learning attracts students' interest in learning material as evidenced by the Likert interest scale results which show that most students have a high interest in learning after being taught by using multiple intelligence-based learning (Pratiwi et al., 2018). The combination of various intelligences in lesson plans and MIA steps in classroom activities creates a meaningful learning experience (Astutie, 2017). ...
The aim of this research is to investigate the ability of multiple intelligence (MI) of male and female students from primary school. The total sample was 71 students consisting of 35 experimental group students and 36 in the control group in a primary school in Cilegon City, 2016-2017 academic year. In this study, the experimental group consisted of male students using learning with the MI and the control group consisted of female students using learning with the MI approach. Analysis of data obtained from this study, using the Independent Sample t-test and Pearson Product Moment Correlation Coefficient. The findings of this study indicate that there is a statistically significant difference between the ability of MI in the experimental group and the control group, where the average score experimental group is higher. These results can be seen in the average score of MI ability in the experimental group is higher in visual-spatial, music, logical-mathematical, interpersonal and bodily-kinesthetic intelligence. The average score of MI ability in the control group is higher in verbal-linguistic, naturalistic, and intrapersonal. These concluded that the results of the Investigation of Multiple Intelligence (MI) of Primary School Students in the experimental group (male students) were better than the control group (female students).
... For example, one student named Arif Budiawan has tested multiple intelligence. Here is an alternative that is initialized in the analysis: A1 = Alternative 1 (Rhythmic Intelligence), A2 = Alternative 2 (Kinaesthetic Intelligence), A3 = Alternative 3 (Mathematical Intelligence), A4 = Alternative 4 (Spatial Intelligence), A5 = Alternative 5 (Linguistic Intelligence), A6 = Alternative 6 (Interpersonal Intelligence), A7 = Alternative 7 (Intrapersonal Intelligence) and A8 = Alternative 8 (Naturalistic Intelligence) [16,17]. ...
Multiple intelligence is intelligence possessed by every human being, among these intelligences are linguistic intelligence, musical intelligence, naturalist intelligence, visual-spatial intelligence, logic-mathematical intelligence, interpersonal intelligence, intrapersonal intelligence, and kinesthesis intelligence. Various methods are carried out by researchers to find out intelligence such as through numbers, images, music, words, physical and social-emotional activities. The purpose of this study is to decide and classify student intelligence based on multiple intelligence. The method used is Weighted Product (WP), Analytic Hierarchy Process (AHP) Simple Additive Weighting Method (SAW), ELimination Et Choix TRADITIONAL REAL (ELECTRE), Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). The four methods are a method that is in MADM and there have been many studies related to that method but no one has examined the determination of multiple intelligence related to these four methods. The results of the Weighted Product method calculation have the highest preference value 0.189261912 namely Verbal-Linguistic Intelligence, Analytical Hierarchy Process Method has the highest preference value 0.294117647 Verbal-Linguistic Intelligence, Simple Additive Weighting method has the highest preference value 0.677316667 verbal-Linguistic Intelligence and Technique for Order Preference by Similarity to Ideal Solution method has the highest value 0.679314281 Verbal-Linguistic Intelligence.
... Based on the different test the average test results before (pre-test) outdoor learning activities amounted to 49.64, and the results of the test after (post-test) of 74.80 showed that outdoor learning activities were higher and had increased. It is because visual-spatial intelligence, students provided with mind mapping projects, demonstrations, card games and crosswords, so students are required to think and construct their knowledge into an organized pattern (Pratiwi et al., 2018). ...
Spatial intelligence is essential for geography education students for identifying geosphere phenomena. This research to measure spatial intelligence and the effectiveness of the application of outdoor learning in geography education students. This research is a pre-experimental study with a pretest-posttest one group design. The form of field learning activities in the form of camps and a series of practical activities. Before the student activity will present a pre-test which has the same weight as the final test given the end of the activity. Data collection techniques use tests, as well as observations for conformity between design and action. Spatial intelligence test instruments will test for validity, reliability and different. The test format is designed using geographic spatial intelligence references. Data analysis through homogeneity, normality and hypothesis testing using the t-test. Hypothesis testing results show that H0 is rejected and H1 is accepted, which is indicated by the results of tcount = 1.7108> ttable 0.492 with a significance level of 5%. Research conclusion there is student’s spatial intelligence increase through outdoor learning activities.
