Pembinaan dan Pengembangan Kompetensi Generik Calon Guru bagi Meningkatnya Daya Saing Berbasis Multiple Intelligences Theory (MIT)

Abstract

The paper want to develop and strengthen the generic competence of MI/PGSD teachers to improve competitiveness based on Multiple Intelligences Theory (MIT). This research is research and development. Testing the validity and reliability of the research results, it is known that the croanbach alpha value of each construct of generic skills from the construct of learning skills, thinking skills, technology skills, estimating skills and facilitator skills is above 0.6 with each alpha croanbach value is 0.76, 0.76, 0.83, 0.84, and 0.79. and for each construct of various intelligence (MIT) from the construct of verbal linguistic intelligence (0.79), logical mathematical intelligence (0.83), spatial verbal intelligence (0.88), physical kinetic intelligence (0.82), musical intelligence (0.85), interpersonal intelligence (0.85), intrapersonal intelligence (0.79), naturalist intelligence (0.89) and spiritual (existential) intelligence (0.89). When for objective questions the reliability value of Kuder Richardson 20 is 0.73 and for the short questions the short essay is 0.78. Thus, instruments that have been developed and developed by researchers have good validity and reliability, this means that these instruments are credible and effective in improving generic skills and various intelligence (MIT) in the prospective teacher.

Profil buku "Lihat Sekitar" kelas IV ditinjau dari Representasi kecerdasan verbal linguistik dan logis matematis

“…Pemikiran mengenai kecerdasan majemuk dalam kaitannya dengan pendidikan telah menjadi rujukan keilmuan dalam beberapa dekade yang lalu sampai saat ini [7]. Kecerdasan majemuk merupakan hasil pemikiran penting dari Gardner yang memetakan adanya 8 tipe kecerdasan.…”

“…Kecerdasan majemuk merupakan hasil pemikiran penting dari Gardner yang memetakan adanya 8 tipe kecerdasan. Kecerdasan majemuk yang diperkenalkan Gardner, diantaranya (1) kecerdasan verbal linguistik yang berkaitan dengan bahasa; (2) kecerdasan logis matematis yang berkaitan dengan nalar, logika, dan matematika; (3) kecerdasan spasial yang berkaitan dengan ruang dan gambar; (4) kecerdasan musikal yang berkaitan dengan musik, irama, dan bunyi/suara; (5) kecerdasan badani-kinestetik yang berkaitan dengan badan dan gerak tubuh; (6) kecerdasan interpersonal yang berkaitan dengan hubungan antarpribadi atau sosial; (7) kecerdasan intrapersonal yang berkaitan dengan pribadi; serta (8) kecerdasan naturalistik yang berkaitan dengan pengamatan pada pola alam [8].…”

Student entrepreneurial skills in facing ASEAN Economic Community: A case study at Universitas Terbuka, Indonesia

“…Higher education has a general vision of producing educated people who are characterized, intelligent, skilled in developing the Indonesian nation that is dignified and highly competitive, has complete comprehensive capabilities, and higher education able to create prosperity, security, welfare, and justice. Such vision can be reached if the higher education developed an effective curriculum that can meet the students' needs, values of science and technology skills, abilities, mental attitudes, and ethics as responsible Indonesian citizens as well as global citizens who contribute to building civility, benefit, and happiness for the community, nation in particular, and humanity in general [2]. In the context of industrial competition that occurs in developing countries, such as Indonesia, such policy and perspective have led to work termination policy, thus increases the number of the unemployed population [1].…”