scholarly journals STRATEGI PEMBELAJARAN BERBASIS KECERDASAN JAMAK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMP NEGERI 3 SENGKANG KABUPATEN WAJO

2018 ◽  
Vol 7 (2) ◽  
pp. 349
Author(s):  
Multasam Gamal
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Lesson Plans ◽  
Multiple Intelligence ◽  
Learning Assessment ◽  
The Core ◽  
Visual Spatial ◽  
Spiritual Learning ◽  
Core Activity

Multiple intelligence based learning strategies, namely preparation of learning by compiling lesson plans. The implementation of learning consists of preliminary activities (apperception and motivation) consisting of activities of the alpha zone, warmer, pre-teach and scene settings. The core activity is the activities of students facilitated to learn through nine types of intelligence namely linguistic / language intelligence, mathematical-logical, visual-spatial, kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential / spiritual. Learning assessment is done authentically using 3 domains, namely cognitive, affective, and psychomotor. Application Results Multiple-based learning strategies can shape the creativity of students who are developed through personal aspects, namely appreciation to students in the form of reinforcement. The driver is inviting students to respect the results of opinions. The process is to invite students to think and conclude again the results of problem solving using their imagination and the product is the work in the form of wall displays.

Teaching from Lesson Plans

2017 ◽  
Author(s):  
Vicki Chandler ◽  
Stephen M. Kosslyn ◽  
Richard Holman ◽  
James Genone
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Role Playing ◽  
Lesson Plans ◽  
Crucial Aspect ◽  
The Core ◽  
High Level ◽  
Interactive Exercises

Abstract A crucial aspect of the Minerva curriculum is the lesson plan, which is used to structure and guide every class session of the Cornerstone, Major Core and Concentration courses. This chapter describes how professors use these lesson plans and how they form the basis for dynamic, evolving class sessions while maintaining a high-level of structure and consistency over different sections of the same class. The lesson plans specify assigned readings and videos, exercises the students work through before class, quizzes at the beginning and end of class, carefully crafted sets of active learning activities, and more. The core of the lesson plans is the activities, which rely on problem solving, focused analyses in small breakout groups, polls together with discussions, role-playing scenarios, debates, Socratic relays where students take turns discussing a given topic, and many other interactive exercises. In all of this, the professor plays a central role, shaping the discussion, adapting to evolving circumstances, and providing expertise to ensure that students understand the class material. The professor keeps the class focused on the learning outcomes that are specified in the lesson plan and which inform every aspect of it. In every class, students must actively interact with the professor and with each other, which makes every session a dynamic and distinct teaching experience.

scholarly journals Implementation of Multiple Intelligences Approach Based On Batak Angkola Culture in Learning Thematic For Class IV SD Negeri 100620 Pargarutan Julu South Tapanuli District

2019 ◽  
Vol 2 (4) ◽  
pp. 547-551
Author(s):  
Frida Marta Argareta Simorangkir ◽  
Darinda Sofia Tanjung
Keyword(s):  
Multiple Intelligences ◽  
Multiple Intelligence ◽  
Learning Assessment ◽  
Research Approach ◽  
Self Assessment ◽  
Analysis Techniques ◽  
Descriptive Research ◽  
Visual Spatial ◽  
Thematic Learning ◽  
Research Type

The purpose of this study is to describe the preparation, implementation and assessment related to the implementation of the Batak Angkola culture-based Multiple Intelligences approach in the thematic learning of grade IV SD 100620 Pargarutan Julu, South Tapanuli District. This research uses a qualitative research approach with descriptive research type. The subjects of this study were grade IV teachers and grade IV students. Data collection techniques used were observation, interviews, and documentation. Data analysis techniques consist of data reduction, data display and conclusion drawing. The results showed that the implementation of the Multiple Intelligences approach in thematic learning in grade IV SD 100620 Pargarutan Julu, South Tapanuli Districttook place well. The teacher has used varied learning methods and strategies for the Batak Angkola culture, including using lecture and story methods for students who are superior in verbal-linguistic intelligence, demonstrations in ritual ablution for students who are superior in physical-kinesthetic intelligence. For students who excel in multiple intelligence, the teacher teaches with presentations that combine creative linguistic, mathematical and kinesthetic methods with creativity. The learning assessment is reviewed from 3 aspects namely; 1) cognitive by oral, written and assignment tests, 2) affective by observation and self-assessment, and 3) psychomotor with project and practice assignments. It can be concluded that the teacher has carried out activities to provide apperception and motivation and to carry out multiple intelligence-based activities to develop the nine types of intelligence, including: linguistic-verbal, mathematical-logical, visual spatial, kinesthetic, musical, interpersonal, intrapersonal, naturalist and existentialist. So with the implementation of the Multiple Intelligences approach, thematic learning is more fun and meaningful.

scholarly journals Multiple Intelligence in the Perspective of the Qur'an

2020 ◽  
Vol 3 (2) ◽  
pp. 141-159
Author(s):  
M. Husnaini ◽  
Ahmad Syauqi Fuady ◽  
Irnie Victorynie
Keyword(s):  
Qualitative Research ◽  
Literature Review ◽  
Multiple Intelligences ◽  
Learning Strategies ◽  
Multiple Intelligence ◽  
Educational Institutions ◽  
Musical Intelligence ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Qualitative Descriptive

This is a qualitative-descriptive analytic research aims to explore cues in the Qur'an that describe the concept of multiple intelligences. In Islam, the Qur’an is a complete guide for life. Indeed, many books that talk about multiple intelligences. However, there hasn’t been a book that specifically explain multiple intelligences according to the perspective of the Qur’an. This qualitative research used a literature review (research library)—data obtained through a literary approach in library data collection. The data were then analyzed using a thematic interpretation approach (maudhu'i). The results of this study: (1) deep linguistic intelligence-Nisa: 82, Al-Baqarah: 171, Al-An'am: 50, Ali Imran: 7; (2) Logical-mathematical intelligence in Al-Waqiah: 58-59, Al-Insan: 2, Ar-Ra'du: 3, Al-Anbiya: 30, An-Nur: 43; (3) visual-spatial intelligence in Ar-Ra'du: 3, Qaf: 7-8; (4) kinesthetic intelligence in Al-Baqarah: 219, Yasin: 68; (5) musical intelligence in Asy-Syuara: 221-227; (6) intrapersonal intelligence in Adz-Dzariyat: 21, Al-Baqarah: 44, Yasin: 62, Al-Mulk: 10; (7) interpersonal intelligence in Ar-Rum: 21, Al-Baqarah: 76, Ali Imran: 118; (8) naturalist intelligence in Al-Baqarah: 164, An-Nahl: 11, An-Nahl: 69, Al-Ghasyiyah: 17; (9) existentialist intelligence in Yunus: 24, Az-Zumar: 42, Al-Baqarah: 269. Researchers suggest educational institutions should add new insights regarding their learning strategies with multiple intelligences, especially those whose source of inspiration is the Qur'an and to other researchers should examine concept of musical intelligence, interpersonal intelligence, and naturalist intelligence perspective of the Qur’an

scholarly journals PENDAMPINGAN PENERAPAN MANAJEMEN PEMBELAJARAN BERBASIS MULTIPLE INTELLIGENCES DI SMA KECAMATAN WAY JEPARA KABUPATEN LAMPUNG TIMUR

2021 ◽  
Vol 10 (1) ◽  
pp. 65-86
Author(s):  
Jamiluddin Yacub
Keyword(s):  
Multiple Intelligences ◽  
Learning Strategies ◽  
Life Skills ◽  
Lesson Plans ◽  
Multiple Intelligence ◽  
Multiple Dimensions ◽  
Questions And Answers ◽  
Affective Assessment ◽  
Learning Management ◽  
Student Questions

This study aims to describe, reveal, and find the dominant factors of multiple intelligence-based learning management in improving learning achievement in the field of life skills. The focus of this research is on planning, organizing, implementing, evaluating, and learning outcomes. This study uses a qualitative design with a naturalistic approach and based on constructivism, which views reality as having multiple dimensions, data were collected through interviews, observation, documentation, and triangulation. The results of this study conclude that multiple intelligence-based learning management is very effective for fulfilling students' life skills, that each student can develop their respective types of intelligence in various ways, intelligence is not only limited to IQ, but there are other intelligences including linguistic intelligence, Mathematical logic, spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Learning management based on multiple intelligences begins with MIR (multiple intelligences research for each new student as the basis for preparing lesson plans. The learning implementation is preceded by apperception containing alpha zones in the form of special greetings, fun stories, ice breaking, or singing. The core activities consist of exploration, elaboration, and singing). confirmation, apperception exploration in the form of warmer, pre-teach, and scene setting, elaboration containing learning strategies and methods, while confirmation in the form of teacher and student questions and answers to determine lesson acceptance, Evaluation by means of authentic assessment which includes three domains of knowledge (cognitive) consisting of tests daily, UTS, UAS, annual test, attitude (affective) assessment of teachers, self, friends, and anecdotal records, assessment of skills (psychomotor) in the form of performance (performance), work (product), and making projects (project). The obstacle to learning management based on Multiple Intelligences is changing the paradigm a teacher, making lesson plans, choosing varied learning strategies, and conducting authentic student assessments.

The Prediction of Problem-Solving Assessed Via Microworlds

2016 ◽  
Vol 32 (4) ◽  
pp. 298-306 ◽  
Author(s):  
Samuel Greiff ◽  
Katarina Krkovic ◽  
Jarkko Hautamäki
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Complex Problem ◽  
Two Dimensions ◽  
Assessment Instruments ◽  
Complex Problem Solving ◽  
Visual Spatial ◽  
Rule Knowledge ◽  
Rule Application ◽  
Fluid Reasoning

Abstract. In this study, we explored the network of relations between fluid reasoning, working memory, and the two dimensions of complex problem solving, rule knowledge and rule application. In doing so, we replicated the recent study by Bühner, Kröner, and Ziegler (2008) and the structural relations investigated therein [ Bühner, Kröner, & Ziegler, (2008) . Working memory, visual-spatial intelligence and their relationship to problem-solving. Intelligence, 36, 672–680]. However, in the present study, we used different assessment instruments by employing assessments of figural, numerical, and verbal fluid reasoning, an assessment of numerical working memory, and a complex problem solving assessment using the MicroDYN approach. In a sample of N = 2,029 Finnish sixth-grade students of which 328 students took the numerical working memory assessment, the findings diverged substantially from the results reported by Bühner et al. Importantly, in the present study, fluid reasoning was the main source of variation for rule knowledge and rule application, and working memory contributed only a little added value. Albeit generally in line with previously conducted research on the relation between complex problem solving and other cognitive abilities, these findings directly contrast the results of Bühner et al. (2008) who reported that only working memory was a source of variation in complex problem solving, whereas fluid reasoning was not. Explanations for the different patterns of results are sought, and implications for the use of assessment instruments and for research on interindividual differences in complex problem solving are discussed.

scholarly journals Visual Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students

2007 ◽  
Vol 12 (4) ◽  
pp. 432-448 ◽  
Author(s):  
G. Blatto-Vallee ◽  
R. R. Kelly ◽  
M. G. Gaustad ◽  
J. Porter ◽  
J. Fonzi
Keyword(s):  
Problem Solving ◽  
Spatial Representation ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Visual Spatial

scholarly journals Construction of a Scale for Investigating Pre-School Children’s Social Situations of Development: Focusing on Activities instead of Abilities

2020 ◽  
Vol 16 (2) ◽  
pp. 25-32 ◽  
Author(s):  
M. Hedegaard ◽  
N. Lyberth
Keyword(s):  
Preschool Children ◽  
Child Development ◽  
Day Care ◽  
Social Situation ◽  
Social Situations ◽  
Local Conditions ◽  
The Core ◽  
Independent Features ◽  
Core Activity ◽  
At Home

This paper discuss principles for the design of a tool to screen 3- and 5-year-old children’s social situation of development in Greenland. We describe this tool as radical-local, building it on a theory of child development that focuses on children´s activities as cultural, anchored in local conditions and traditions, where play is seen as the core activity for preschool children. In constructing Investigating children’s situation of development (Undersøgelse af børns udviklingssituation — UBUS 3 and UBUS 5) we have aimed at creating an instrument that can be used to evaluate children’s health, wellbeing and activities in their everyday settings of day-care and at home in Greenland. The assessment focus on interaction with care-persons and other children, not on children’s abilities as isolated and independent features. For preschool children these conditions and their participation in these conditions create the child’s social situation of development.

scholarly journals Pengaruh Strategi Pembelajaran Inkuiri dan Kemampuan Memecahkan Masalah terhadap Keterampilan Proses Sains Mahasiswa pada Praktikum Fisiologi Tumbuhan

2017 ◽  
Author(s):  
Insar Damopolii
Keyword(s):  
Plant Physiology ◽  
Problem Solving ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Free Inquiry ◽  
Experiment Method ◽  
University Science

The purpose of this research was to know effect of inquiry learning strategies and problem solving ability to student university science process skills on plant physiology prakticum. The research applied the quasy experiment method with a 2 x 2 factorial design. The results showed that (1) science process skills of student university who learned with modified free inquiry learning strategies are higher science process skills of student university who learned with guided inquiry learning strategies (2) There is interaction effect between strategies learning and problem solving ability to the science process skills. (3) science process skills of student university who learned with modified free inquiry learning strategies is higher than the students who learned with guided inquiry learning strategies in terms of high problem solving ability. and (4) science process skills student university learned with guided inquiry learning strategies are higher than students who learned with modified free inquiry learning strategies in terms of low problem solving ability. Based on the findings of that inquiry learning strategies effect science process skills of student university.

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