Developing Worksheet Based on Multiple Intelligences to Optimize the Creative Thinking Students

Luthfiana, Anida; Ambarita, Alben; Suwarjo, Suwarjo

doi:10.15548/jt.v26i1.472

Cited by 5 publications

(5 citation statements)

References 21 publications

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“…Furthermore, several studies have similarities with adaptive SAS, namely MI-based SAS, by specifying five of the nine multiple intelligences (Goddess & Martini, 2020), the preparation of SAS according to different fields of student intelligence can have a positive effect on student achievement (Inan & Erkus, 2017). The SAS based on MI optimizes students' creative thinking (Luthfiana et al, 2019), and SAS trains students to learn independently (Sustainable & Nisa, 2018). That is, adaptive SAS is a SAS designed by students and teachers so that it is more appropriate to the needs and style of the user where there has never been a study on this.…”

Section: |mentioning

confidence: 99%

Student Worksheet Design Analysis Based on Adaptive Intelligence With an Approach of Assessment as Learning

Rukli

Iqramsyar

2022

AJPM

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Creativity is part of the demands of industrial revolution 4.0 mathematics learning. Worksheets practically support the cultivation of creative skills, but the existing worksheets made by teachers do not support the development of student's creative abilities. The research aims to design worksheets according to students' intelligence with an assessment as learning approach. The study uses an explorative, descriptive, evaluative approach to examine, analyze, and evaluate teacher-made student worksheets with an assessment as learning approach to obtain the work process and components of the worksheet design based on adaptive intelligence. The research subjects were students of class V and teachers of grades IV-VI. There were nine students and three teachers involved in the study. Subjects were divided into three groups. Each group consists of three students and one teacher to conduct a dialogue with an assessment as learning approach. The instrument uses an observation sheet and a fill-in sheet. Data analysis used a constructive descriptive approach. The results of the study show the following. First is the convergence of nine multiple intelligences into linguistic, spatial, and logical mathematics. Second, the core content consists of two parts, namely blocks and cubes. Third, adaptive worksheets do not focus on the material but on how to work according to students' creativity. Fourth, the exercise is part of the material learning process, not a separate component. Fifth, the results of the worksheet design are more about the process of making adaptive worksheets than the final product results. Based on these, mathematics teachers can design adaptive worksheets according to established procedures by paying attention to the core material of each material or subject and the dominance of multiple intelligences.

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Section: |mentioning

confidence: 99%

Student Worksheet Design Analysis Based on Adaptive Intelligence With an Approach of Assessment as Learning

Rukli

Iqramsyar

2022

AJPM

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“…al, 2021). The fifth study was conducted to prove the effectiveness of Multi-Intelligence-based worksheets to improve students' creative thinking skills (Luthfiana et. al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Use of Multiple Intelligence Approach in Teaching English for Homeschooling Students Through Meaningful Activities: A Case Study At a Homeschooling in Banjar

Fashya

2023

(JEEP)

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This study reported the implementation and perceptions of EFL homeschooling students in activating the Multiple Intelligences strategy through meaningful activities. This study employed qualitative case study at one of the Homeschoolings in Banjar. The data collection included observation and interview. The sampling was selected purposively. They were two homeschooling students in Banjar. The results of this study showed that multiple intelligences approach through meaningful activities resulted in a positive and good response. Students had different bits of intelligence and they could build their multiple intelligences through meaningful activities. The researcher recommends future researchers, who intend the research about the effect of multiple intelligence approaches and the use of meaningful activities to optimize student intelligence, invite more participants such as students in formal schools that always have more students.

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“…Multiple intelligence administration is carried out not only with empirical data approaches but also with qualitative ones (Ferreira & Jr., 2018;Garmen et al, 2019;Hilyana & Khotimah, 2021;McCoog, 2007;McLellan, 1994;Osciak & Milheim, 2001) and multiple intelligences are carried out not only with empirical data approaches but also with qualitative ones (Ferreira & Jr., 2018; Garmen et al (Acocella, 2021;Husnaini et al, 2021;Thambu et al, 2021) Multiple intelligences are associated with writing skills (Ahmadian & Hosseini, 2012;Lunenburg & Lunenburg, 2014), language skills (Drakhshan & Faribi, 2015;Ghamrawi, 2014;Liu & Chen, 2013;Maftoon & Sarem, 2012), reading skills (McMahon et al, 2004), and creative 1 Universitas Medan Area, hasanuddin@staff.uma.ac.id 2 Universitas Medan Area, salamiahsaridewi@staff.uma.ac.id 3 Universitas Medan Area, erlina@staff.uma.ac.id thinking (McMahon et al, 2004). (Luthfiana et al, 2019) musical compositions (Wijayanti & Rukiyati, 2021) deepening tone (Helding, 2009(Helding, , 2010 manner of communication (Judith, 2019) (Klein, 2003;Manner, 2001;Sener & Okçaliskan, 2018) academic excellence (Ekinci, 2014;Nard & Rani, 2018) strategies for learning (Eberle, 2011) individuality (Subia et al, 2022) theological (Karbono & Retnawati, 2021). Logical-mathematical, Linguistic-verbal, Interpersonal, Intrapersonal, Visual-spatial, Bodilykinesthetic, Musical-rhythmic and harmonic, and Naturalistic are the eight multiple intelligences (Gardner, 1983).…”

Section: Introductionmentioning

confidence: 99%

Predictor Of Multiple Intelligence In Educational Practice

Hasanuddin¹

2022

kuey

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The goal of this study was to put each thinking style's predictions on multiple intelligences to the test. Participants are Medan City teachers who were randomly assigned to a sample (n=810) multiple intelligence scale from Gardner (1983) totalling 63 items with a range of 5 scales and a thinking style questionnaire using the Sternberg-Wagner Self-Assessment Inventor from Sternberg (2009) totalling 65 items with a range of 5 scale ranges. Only six of the eight intelligences, such as Interpersonal, Visual-spatial, Bodily-kinaesthetic, logical-mathematical, linguistic-verbal, musical-rhythmic, and harmonic, can be predicted using thinking styles, according to the findings. Meanwhile, in this study, no thinking style can predict intrapersonal or natural. The research findings explain specific thinking styles.

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Developing Worksheet Based on Multiple Intelligences to Optimize the Creative Thinking Students

Cited by 5 publications

References 21 publications

Student Worksheet Design Analysis Based on Adaptive Intelligence With an Approach of Assessment as Learning

Student Worksheet Design Analysis Based on Adaptive Intelligence With an Approach of Assessment as Learning

The Use of Multiple Intelligence Approach in Teaching English for Homeschooling Students Through Meaningful Activities: A Case Study At a Homeschooling in Banjar

Predictor Of Multiple Intelligence In Educational Practice

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