Abstract. Science and technology are rapidly developing needs to be balanced with the human resources that have the qualified ability. Not only cognitive ability, but also have the soft skills that support 21st century skills. Science, Technology, Engineering, and Mathematics (STEM) Education is a solution to improve the quality of learning and prepare students may be able to trained 21st century skills. This study aims to analyse the implementation of STEM-based science learning on Newton's law of motion by identifying the personal intelligences profile junior high school students. The method used in this research is pre experiment with the design of the study one group pre-test post-test. Samples in this study were 26 junior high school students taken using Convenience Sampling. Students personal intelligences profile after learning STEM-based science uses two instruments, self-assessment and peer assessment. Intrapersonal intelligence profile based self-assessment and peer assessment are respectively 69.38; and 64.08. As for interpersonal intelligence for self-assessment instrument is 73 and the peer assessment is 60.23.

Abstract-The aim of the research was to determine the implementation of integrated learning model from students in 9 grades secondary school in Warungkiara, Sukabumi District. This learning model basically combine the various related matter in order to produce some theme that can support the student's intelligence. The instrument used on this research are identification tests of multiple intelligences, assessment of multiple intelligences activities (self and peer assessment) and test mastery of concept. The research showed integrated earth and space science learning model can facilitate student's intelligence and improve student's concept understanding of earth structure and disaster.

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Abstract-This research aims to increase students' mastery concepts in the material motion of celestial bodies using integrated ESS (Earth and Space Sciences) teaching materials which accommodate multiple intelligences. Preliminary identification of the 32 students of ninth class in one of Junior High School showed that intellectuals are diverse. It was found that the dominant intelligence of the students is kinesthetic intelligence, while the lowest one is a logical mathematical intelligence. Using an appropriate teaching material which accomodate those multiple intelligences may enhance students' mastery concepts. The appearance of students multiple intellectual was observed by multiple intelligence questioners and the observation sheet of the multiple intelligence activities, while the tests was used to measure students's mastery concepts. The results show that naturalistic intelligence has the highest percentage, while the lowest percentage is logical mathematical intelligence. It was also found that using integrated teaching materials of ESS with accommodate multiple intelligences enhanced the students's mastery concepts of the motion of celestial bodies.

This study aims to examine the feasibility of web-based global warming teaching materials that accommodate multiple intelligences for high school students. The research method uses design-based research. The instrument is used as a web-based teaching material assessment sheet that accommodates multiple intelligences consisting of assessment sheets for aspects of content, media, and multiple intelligences. Validators were 12 experts consisting of 5 expert lecturers on content and multiple intelligences aspect, and 7 expert lecturers on media. The feasibility test was obtained using the Content Validity Ratio (CVR) equation and categorized. The results obtained CVR scores for the aspect of content 0.86 with the very appropriate category, the aspect of the media 0.69 with the very appropriate category, the aspect of compound intelligence 0.68 with the appropriate category. The conclusion is that web-based teaching materials with multiple intelligences oriented are very feasible to use.