A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education

Attwood, Adam I.

doi:10.3389/fpsyg.2022.920851

Cited by 9 publications

(10 citation statements)

References 40 publications

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“…Howard Gardner telah mengembangkan teori kecerdasan majemuk yang menyatakan bahwa ada berbagai tipe kecerdasan, yaitu naturalis, logis-matematis, musikal, eksistensial, interpersonal, linguistik, kinestetik-jasmani, intrapersonal dan visual spasial (Syarifah, 2019). Konsep ini telah banyak dikaji dan diterapkan di berbagai kurikulum (Attwood, 2022). Penelitian Umarella (2019) menunjukkan bahwa penggunaan konsep kecerdasan majemuk efektif dalam meningkatkan prestasi siswa di SMPN 14 Ambon.…”

Section: Peran Orang Tua Dalam Optimalisasi Potensi Anakunclassified

Peran Orang Tua Dalam Pendidikan Karakter Untuk Mencegah Perilaku Menyimpang Pada Remaja

Mulati

2023

JPKP

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Berdasarkan komposisi usia penduduk saat ini, Indonesia akan mendapatkan bonus demografi pada tahun 2030 hingga 2040. Namun, fenomena penyimpangan pada remaja, seperti aksi klitih, penyalahgunaan narkoba, cyberbullying, pergaulan bebas, dan sebagainya, dikhawatirkan akan menjadi masalah tersendiri di kemudian hari. Orang tua merupakan salah satu agen yang sangat penting dalam pembentukan karakter-karakter positif bagi remaja. Oleh karena itu, artikel ini akan mencoba membedah hal-hal apa yang bisa dijalankan para orang tua untuk menguatkan karakter para remaja dan menghindarkan mereka dari perilaku menyimpang atau kenakalan remaja. Metode yang digunakan adalah literature review atau kajian pustaka. Dari hasil kajian pustaka diketahui bahwa peran yang perlu dilakukan orang tua adalah mengusahakan agar remaja bisa memenuhi tugas-tugas perkembangannya, memahami psikologi remaja, dan menjadi role model yang baik untuk remaja. Selain itu, mereka juga harus mengembangkan 3 dimensi karakter, yaitu moral knowing, moral feeling, dan moral action. Di samping itu, orang tua perlu menerapkan pola asuh yang tepat sesuai dengan kebutuhan anak. Untuk mengoptimalkan potensi anak, orang tua bisa menerapkan pendidikan di dalam rumah dengan pendekatan kecerdasan majemuk. Kerja sama orang tua dengan berbagai pihak, khususnya sekolah, sangat diperlukan agar upaya-upaya tersebut berjalan dengan efektif.

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Section: Peran Orang Tua Dalam Optimalisasi Potensi Anakunclassified

Peran Orang Tua Dalam Pendidikan Karakter Untuk Mencegah Perilaku Menyimpang Pada Remaja

Mulati

2023

JPKP

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“…Educators have continued to use MI teaching methods because they believe that there are separate brain-based intelligences that vary in strength for each individual ( Attwood, 2020 ; Mavrelos and Daradoumis, 2020 ). These beliefs support the idea that teaching to a student’s stronger intelligences will be more effective.…”

Section: Belief In MI Teaching Strategies Is Strong But Is Not Suppor...mentioning

confidence: 99%

Why multiple intelligences theory is a neuromyth

Waterhouse

2023

Front. Psychol.

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A neuromyth is a commonly accepted but unscientific claim about brain function. Many researchers have claimed Howard Gardner’s multiple intelligences (MI) theory is a neuromyth because they have seen no evidence supporting his proposal for independent brain-based intelligences for different types of cognitive abilities. Although Gardner has made claims that there are dedicated neural networks or modules for each of the intelligences, nonetheless Gardner has stated his theory could not be a neuromyth because he never claimed it was a neurological theory. This paper explains the lack of evidence to support MI theory. Most important, no researcher has directly looked for a brain basis for the intelligences. Moreover, factor studies have not shown the intelligences to be independent, and studies of MI teaching effects have not explored alternate causes for positive effects and have not been conducted by standard scientific methods. Gardner’s MI theory was not a neuromyth initially because it was based on theories of the 1980s of brain modularity for cognition, and few researchers then were concerned by the lack of validating brain studies. However, in the past 40 years neuroscience research has shown that the brain is not organized in separate modules dedicated to specific forms of cognition. Despite the lack of empirical support for Gardner’s theory, MI teaching strategies are widely used in classrooms all over the world. Crucially, belief in MI and use of MI in the classroom limit the effort to find evidence-based teaching methods. Studies of possible interventions to try to change student and teacher belief in neuromyths are currently being undertaken. Intervention results are variable: One research group found that teachers who knew more about the brain still believed education neuromyths. Teachers need to learn to detect and reject neuromyths. Widespread belief in a neuromyth does not make a theory legitimate. Theories must be based on sound empirical evidence. It is now time for MI theory to be rejected, once and for all, and for educators to turn to evidence-based teaching strategies.

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“…Although MI theory considers the social and cultural aspects of intelligence, its efficacy and validity have also been questioned (Attwood, 2022). According to Shearer (2004), it is crucially important to note that MI is a new kind of construct based on a unique definition of intelligence.…”

Section: Perspectives On Intelligencementioning

confidence: 99%

“…In addition, Rousseau (2021) defends and discusses the validity of Gardner's MI theory's by emphasizing its original aim: to expand the traditional, narrow IQ concept of intelligence. According to Attwood (2022), the debate surrounding MI theory is linked to semantics, as the concept of intelligence seems to be used synonymously with the concept of preferences. Another debate concerns the accusation that MI theory is a neuromyth, a misconception about the brain and learning based on a "kernel of truth" (Grospietsch and Mayer, 2018).…”

Section: Perspectives On Intelligencementioning

confidence: 99%

“…Nevertheless, despite the criticism of MI theory's efficacy and validity, and its specific definition of intelligence, MI theory offers qualitative value in the context of teacher education and teaching. MI theory provides an entry point for a discussion of differentiation and may play a relevant role in personalized learning and assessment (Attwood, 2022).…”

Section: Perspectives On Intelligencementioning

confidence: 99%

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Finnish and Estonian teachers’ views on the nature of intelligence

Ronkainen

Kuusisto²,

Eisenschmidt³

et al. 2022

Front. Educ.

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The purpose of this study was to investigate Finnish (n = 226) and Estonian (n = 347) teachers’ views on the nature of intelligence. The study utilized a survey that included a qualitative, open-ended question about teachers’ definition of intelligence and the quantitative inventory Implicit Theories of Intelligence (ITI). We then employed a convergent mixed-method design to understand teachers’ views on the nature of intelligence. These views were divided into four main categories: the multidimensional nature of intelligence, manifestational nature of intelligence, developmental nature of intelligence, and creative nature of intelligence. Teachers from both countries highlighted cognitive features, such as memory, information processing, and problem-solving skills, as a part of the multidimensional nature of intelligence. In addition, teachers viewed intelligence as developmental when measured with the ITI inventory, indicating that intelligence is considered incremental. Lastly, when triangulating the qualitative and quantitative data of teachers’ views on the nature of intelligence, only one statistically significant difference was found. Teachers with an entity view of intelligence also mentioned entity features in their own descriptions. The results showed that teachers views’ on the nature of intelligence are rather broad; however, in future studies, teacher interviews and classroom observation might provide even more profound understanding of teachers’ views on this topic.

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A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education

Cited by 9 publications

References 40 publications

Peran Orang Tua Dalam Pendidikan Karakter Untuk Mencegah Perilaku Menyimpang Pada Remaja

Peran Orang Tua Dalam Pendidikan Karakter Untuk Mencegah Perilaku Menyimpang Pada Remaja

Why multiple intelligences theory is a neuromyth

Finnish and Estonian teachers’ views on the nature of intelligence

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