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Intelligences Reframed: Multiple Intelligences for the 21
... Gardner berpendapat bahwa setiap anak memiliki kecerdasan dalam berbagai bentuk yang saling berbeda dan saling terkait. Kecerdasan interpersonal adalah kemampuan memahami dan berinteraksi dengan orang lain secara efektif (Gardner, 2003). Terdapat variabel yang menjadi indikator kecerdasan interpersonal yaitu: kemampuan untuk membangun hubungan dengan orang baru, jalinan kerjasama, kemampuan untuk berkolaborasi, adanya empati serta kecakapan komunikasi (H. ...
... dasan interpersonal melibatkan kecerdasan komunikasi yang efektif, empati, pemahaman sosial, kemampuan memecahkan konflik, dan kemampuan untuk bekerja sama dalam berbagai konteks sosial. Individu dengan kecerdasan interpersonal yang baik mungkin menjadi pemimpin yang efektif, negosiator yang mahir, atau mampu memahami dinamika kelompok dengan baik (H. Gardner, 2003). ...
... Jurnal Moral Kemasyarakatan,9 (1) Anak yang secara alami berbakat dengan kecerdasan interpersonal memiliki kemampuan dalam memahami orang lain untuk bekerja sama guna memecahkan masalah dan membuat keputusan penting (Gardner, 2003). Kemampuan berempati, memimpin sekelompok orang menuju tujuan bersama, memahami dan memprediksi keadaan mental orang lain, berteman dan bersosialisasi, dan seterusnya adalah contoh kecerdasan interpersonal (Oviyanti, 2017). ...
Kecerdasan interpersonal siswa merupakan basis dari karakter siswa yang berkaitan dengan perilaku sosial siswa, Kecerdasan interpersonal siswa adalah kemampuan siswa untuk memahami dan berinteraksi dengan orang lain dengan efektif, sedangkan perilaku sosial siswa mencakup perilaku individu dalam hubungannya dengan orang lain di lingkungan sosial seperti kemampuan untuk berinteraksi, berkomunikasi, bergaul, dan bekerja sama dengan teman sekelas dalam pemecahan permasalahan. Penelitian ini merupakan penelitian kuantitatif dengan metode deskriptif yang bertujuan untuk mengetahui gambaran tingkat kecerdasan interpersonal siswa sebagai basis karakter siswa sekolah menengah pertama di kota Makassar. Penelitian ini dilakukan pada tiga sekolah menengah pertama di kota Makassar yaitu: 1) Sekolah Menengah Pertama Negeri 3 Makassar, 2) Sekolah Menengah Pertama Negeri 26 Makassar dan 3) Sekolah Menengah Pertama Negeri 31 Makassar. Pengumpulan data dilakukan dengan cara penyebaran angket dengan jumlah responden sebanyak 162 siswa. Indikator kecerdasan interpersonal dalam penelitian ini terdiri dari: empati, komunikasi, kepemimpinan, kerjasama dan kesadaran sosial. Hasil penelitian menunjukkan bahwa kecerdasan interpersonal siswa sekolah menengah pertama di kota Makassar berada pada kategori baik sebanyak 19 %, kategori sedang 35%, kategori cukup sebanyak 46%. Hal ini menunjukkan bahwa pengembangan kecerdasan interpersonal siswa sekolah menengah pertama di kota Makassar perlu dilakukan.
... This test was later adapted to create the Stanford-Binet IQ test, widely used in American schools in the 1920s and 1930s to predict academic success. Other tests, like the Scholastic Assessment Test (SAT), were similarly designed to measure human capabilities (Gardner, 1999). In 1912, German psychologist William Stern proposed dividing mental age by actual age to get the 'mental quotient,' which American psychologist Lewis Terman later multiplied by 100, resulting in the 'intelligence quotient' or 'IQ' (Fletcher & Hattie, 2011). ...
... In contrast, Howard Gardner proposed the theory of Multiple Intelligences, suggesting that intelligence comprises distinct and independent intelligences, each associated with unique skills and talents relevant to specific domains (Gardner, 1999). In 1985, Robert Sternberg introduced the triarchic theory of intelligence, which included analytical, creative, and practical components, thus integrating aspects that were lacking in Gardner's theory (Sternberg, 2012). ...
... Gardner redefined intelligence as the ability to solve problems or create products valued in cultural settings. He later described it as a biopsychological potential to process information, which can be activated in a cultural context to solve problems or create culturally valuable products (Gardner, 1999). The MI approach has gained popularity for identifying student uniqueness and designing curriculum accordingly (Richards & Rodgers, 2001). ...
This paper aims to explore lecturers’ perceptions on multiple intelligence-based instruction in teaching English for Islamic studies. The key question is how lecturers understand the concept of MI-based instruction. This study was conducted at one of the Islamic universities in Indonesia involving three lecturers. The instruments used were multiple intelligence inventory questionnaires and interview guidelines. The data found that teaching and learning activities should be designed to enhance each student's different intelligences, facilitating strength intelligence. Students not only have language and mathematics intelligence but also have several different intelligences owned by students, including: verbal linguistic, logical-mathematical, musical, visual-spatial, bodily kinesthetic, naturalistic, intrapersonal, interpersonal, and existential intelligence. MI-based teaching provides a new outlook in improving the quality of teaching and meaningful learning. MI-based instruction respects each student's learning style, which is indicated by the student's preference in learning. Therefore, using MI-based instruction in the teaching and learning process will be easy, fun, and respect everyone's way of receiving material. This study encourages future research on connecting the understanding of the multiple intelligences of lecturers with the needs of students in the process of learning English for Islamic studies.
... Because the MIT presents a framework that aims to assist all language students (Zabitgil, 2013), it constructs a sufficient paradigm for language design and an efficient theory for teaching and learning. Gardner (1983Gardner ( , 1994Gardner ( , 2000Gardner ( , 2006 argues that intelligence is a combination of discrete but equal mental capacities. Aptness of the MIT to language teaching and learning has been acknowledged by language researchers and practitioners since its development by Gardner in 1983. ...
... In reality, these strategies may result in either successful or poor results. (Gardner, 2006). A reading class aligned withMI-based activities produces a positive and encouraging atmosphere with diverse learning opportunities to engage language learners in class. ...
... MIs is a learner-inspired theory that describes intelligence as including numerous aspects that need to be recognized and nurtured in schooling.Gardner provided an alternative interpretation to the traditional Rafik Ahmed Abdelmoati Using the Multiple Intelligences Theory to Promote Saudi EFL Students' Reading Skills -411 -image of intelligence as a whole entity, proposing that this unitary view ignores learners' tacit talents (Akbari & Hosseini, 2008). According to this view (e.g., Gardner, 1994Gardner, , 2006, the cornerstones of the MIT are that: (1) every learner is intelligent in their own unique way; (2) there are varied ways to be intelligent; (3) intelligences combine and work together; andfinally (4) intelligences can develop and grow. ...
... Knowing where to access the information and apply it in a way that enhances learning (knowledge and understanding), is critical. Gardner (1983) highlighted that there were different forms of intelligence (linguistic, musical, kinaesthetic etc), but when intelligence is described practically as the ability to derive information, learn from experience, adapt to the environment, understand, and correctly use thought and reason (APA, 2023), the importance of learning, and self-awareness around knowing what one needs to learn (declarative, procedural, or both), and what questions to ask, appear to be vital. ...
... In fact, less than half (48%) of respondents felt that GI involved being an effective learner, and only 24% of respondents felt that following coaching instructions was a component of GI. The ability to learn and to acquire knowledge is a core component of intelligence (Gardner, 1983), as illustrated in the discussion of the knowledge and understanding theme. Other areas related to player learning, such as being a student of game (41% agreement) or having a strong work ethic (34% agreement) were also less prominent but were still valued by over a third of participants. ...
Game Intelligence (GI) is promoted by coaches, pundits and commentators as a key element underpinning high level performance in sport. There is however a limited amount of research in GI in sport, and less in Rugby Union (RU). The purpose of this study, therefore, was to explore rugby coaches' understanding of GI, to establish its key components and to propose a working definition for GI in Rugby Union. Rugby Union coaches (n= 175) completed an online survey which contained a combination of open and closed questions. Participants were asked for their views about GI, with Reflexive Thematic Analysis (RTA) used to interpret their qualitative responses. Consequently, twelve sub-themes and four major themes were constructed that described the various facets of GI in Rugby Union, these being: situational awareness, effective decision-making, knowledge and understanding, and the ability to influence the game. Data also identifies that the development of player GI is seen as a joint responsibility between player and coach. This study is original in that it explores coaches' understanding of GI, then proposes a conceptual model for GI, and further, offers a definition for GI in Rugby Union. It is hoped that this will aid further discussion and research into this crucial but underdeveloped area of coach education.
... This concept "erases" the myth of intelligent and unintelligent children because, according to this concept, all children are essentially intelligent. It is just that the concept of intelligence needs to be redefined with a new foundation (Gardner, 1999). ...
... Students who have this intelligence tend to enjoy reading, writing, and speaking and have high auditory abilities. For students, words are not just a means of communication but also a medium for expressing deeper meanings, enjoying sounds, and creating rich images in the mind (Gardner, 1999). ...
Purpose:This study aims to evaluate the effectiveness of the Office Management Expertise Program at SMK Islam Krembung in improving students' work readiness. In the evaluation process, the Multiple Intelligences Model approach developed by Howard Gardner was used.Methodology:This model allows for in-depth analysis of various types of intelligence relevant to the field of office administration, including linguistic-verbal, logical-mathematical, interpersonal, and other intelligence. The research method applied is evaluative, with data collection through observation, tests, and interviews.Findings:The results of the study indicate that the Multiple Intelligences-based approach provides more comprehensive insight into students' work readiness, as well as identifying aspects of intelligence that need to be strengthened in the curriculum and teaching methods.Implication:This approach provides a more comprehensive understanding of the different types of intelligence relevant to the world of work, allowing for more integrated and tailored teaching to students' needs. These findings are expected to provide recommendations for the development of expertise programs that are more effective and responsive to the demands of the world of work.
... Gardner mendesak orang untuk melepaskan diri dari hubungan antara ujian dan ujian, dan sebagai gantinya mencari sumber informasi yang lebih alami untuk memahami bagaimana orang di seluruh dunia mengembangkan keterampilan yang penting bagi gaya hidup mereka. Lebih lanjut, Gardner menjelaskan secara gamblang bahwa kecerdasan yang dianugrahi kepada manusia ini tidak sekadar cerdas dalam satu bidang saja, melainkan ada berbagai macam (Gardner, 2003) ...
... Kecerdasan interpersonal ialah skill yang sangat bisa digunakan ketika berhubungan dengan orang lain (Rusmayadi, 2019). Bagi Gardner, kecerdasan interpersonal merupakan keahlian untuk paham akan emosi orang lain: tentang motivasi tiap individu, tentang cara mereka bekerja, serta kecenderungan dalam bekerjasama (Gardner, 2003). ...
Tugas utama guru sejatinya sangat berhubungan dengan sosial. Seorang guru akan berinteraksi dengan muridnya ketika pembelajaran berlangsung, dan keberhasilan sebuah proses pembelajaran akan sangat dipengaruhi oleh cara guru dalam menjalin pola hubungan yang baik. Kemampuan tersebut akan bisa didapati jika guru mengembangkan kecerdasan interpersonal. Tujuan penelitian ini adalah mengkaji tentang kecerdasan interpersonal, serta menjawab beberapa hal, seperti: Bagaimana peran seorang guru PAI? Dan mengapa guru PAI harus memiliki kecerdasan interpersonal? Metode Penelitian yang pakai dalam membedah atau menganalisi kajian ini adalah Library research atau penelitian pustaka. Setelah diperolah data yang cukup, kemudian dilakukan pemeriksaan ulang serta penyusunan sesuai dengan konsep yang ditentukan untuk memudahkan membaca dan diperoleh kesimpulan. Hasil penelitian ini didapatkan beberapa hal, yakni kecerdasan interpersonal merupakan kemampuan untuk mengetahui apa yang dinginkan orang lain, mulai dari hasrat, tekanan, ego, kecemasan, keinginan, serta emosi lainnya sehingga bisa memberikan respons yang sesuai dengan subjek yang dituju, bukan menyesuaikan dengan diri sendiri. Kemampuan ini akan membuat hubungan sosial seseorang menjadi kuat karena orang di sekitarnya menjadi lebih bahagia ketika berhubungan.
... Such an approach is pertinently argued in the early 1980s by Howard Gardner, called "multiple intelligences theory", whereby he appreciates that it "better describes human cognitive competence in terms of a set of mental capacities, talents or aptitudes and that all people possess each of these capacities to some extent, the difference being in the proportion and nature of their combination" (Gardner, 2006). The theory pluralizes the traditional concept of intelligence, arguing that an intelligence is "a computational capacity", i.e. an ability to process a particular type of information or the ability to solve a particular type of problem based on identifiable operations or set of operations, and is activated or triggered by certain types of information present internally or externally (Gardner, 2006). ...
... Such an approach is pertinently argued in the early 1980s by Howard Gardner, called "multiple intelligences theory", whereby he appreciates that it "better describes human cognitive competence in terms of a set of mental capacities, talents or aptitudes and that all people possess each of these capacities to some extent, the difference being in the proportion and nature of their combination" (Gardner, 2006). The theory pluralizes the traditional concept of intelligence, arguing that an intelligence is "a computational capacity", i.e. an ability to process a particular type of information or the ability to solve a particular type of problem based on identifiable operations or set of operations, and is activated or triggered by certain types of information present internally or externally (Gardner, 2006). Some studies equate the concept of intelligence with that of aptitude, and aptitude is defined as "a complex of individual psychological processes and attributes, structured in a personal way, that enable certain activities to be performed successfully" (Zlate, 2000, p. 56), while cognitive skills refer to those skills and knowledge that individuals acquire, retain in memory, combine and reuse in new situations (Humphreys, 1979). ...
The objective of this paper is to present the approaches to the elaboration of psychological profiles of military forces and specialties and the choice of the theoretical model that underlies the elaboration/selection of psychological assessment tools. The theoretical models underpinning the psychological assessment activity have been extensively studied and conclusive scientific data and evidence have been obtained in empirical studies conducted over several years. For example, the multiple intelligences model, which accepts that people have different and distinct cognitive strengths and styles, highlights and takes into account the most representative psychological characteristics of the person being assessed in order to propose the most optimal match with the requirements of the military branch/specialty in which he/she can develop.
... In addition to cognitive and academic aspects, holistic education also emphasizes the importance of emotional and social balance in building children's character. Several studies show that students who receive education based on moral and emotional values are better able to face social pressure and have a higher level of resilience compared to those who are only focused on the academic aspect [86] The Prophet Muhammad SAW himself emphasized the importance of emotional education in his hadith which reads, "Indeed, the best among you is the best in morals" (HR. Bukhari No. 3559; Muslim No. 2321) [28] Holistic education in Islam not only teaches children to understand moral values, but also how to apply them in daily life through positive social interaction, concern for others, and the formation of strong empathy [8] Thus, holistic education plays a role in building the character of children who are resilient, compassionate, and have the ability to adapt to various social situations. ...
Article Info ABSTRACT Keywords: Hadith-Based Moral Education Holistic Education Hadith-Based Moral Learning Education 5.0 Implementation Hadits This study explores the integration of hadith-based moral education within the framework of 5.0 holistic education through a Systematic Literature Review (SLR). The purpose is to identify the principles, values, and strategies found in prophetic traditions that support the moral development of children, and to examine their alignment with holistic educational paradigms. The method involves collecting relevant literature from databases such as Google Scholar, Scopus, Web of Science, and DOAJ using specific keywords. Articles were screened using the PRISMA flowchart and analyzed thematically to extract recurring concepts and educational practices. The findings indicate that hadith-based moral education emphasizes emotional intelligence, spiritual growth, and value-based learning-core aspects of holistic education. However, research explicitly connecting hadith and holistic approaches remains scarce. The limited incorporation of prophetic values in current educational systems reflects a significant gap and highlights the need for contextual adaptation. This study's originality lies in its attempt to bridge Islamic traditions with modern educational needs through an integrative framework. Limitations include the scope of databases and possible language bias. In conclusion, this study offers both theoretical insights and practical guidance for educators, parents, and policymakers seeking to foster character development through spiritually grounded, holistic learning models. This is an open access article under the CC BY-SA license.
... In addition to cognitive and academic aspects, holistic education also emphasizes the importance of emotional and social balance in building children's character. Several studies show that students who receive education based on moral and emotional values are better able to face social pressure and have a higher level of resilience compared to those who are only focused on the academic aspect [86] The Prophet Muhammad SAW himself emphasized the importance of emotional education in his hadith which reads, "Indeed, the best among you is the best in morals" (HR. Bukhari No. 3559; Muslim No. 2321) [28] Holistic education in Islam not only teaches children to understand moral values, but also how to apply them in daily life through positive social interaction, concern for others, and the formation of strong empathy [8] Thus, holistic education plays a role in building the character of children who are resilient, compassionate, and have the ability to adapt to various social situations. ...
This study explores the integration of hadith-based moral education within the framework of 5.0 holistic education through a Systematic Literature Review (SLR). The purpose is to identify the principles, values, and strategies found in prophetic traditions that support the moral development of children, and to examine their alignment with holistic educational paradigms. The method involves collecting relevant literature from databases such as Google Scholar, Scopus, Web of Science, and DOAJ using specific keywords. Articles were screened using the PRISMA flowchart and analyzed thematically to extract recurring concepts and educational practices. The findings indicate that hadith-based moral education emphasizes emotional intelligence, spiritual growth, and value-based learning—core aspects of holistic education. However, research explicitly connecting hadith and holistic approaches remains scarce. The limited incorporation of prophetic values in current educational systems reflects a significant gap and highlights the need for contextual adaptation. This study’s originality lies in its attempt to bridge Islamic traditions with modern educational needs through an integrative framework. Limitations include the scope of databases and possible language bias. In conclusion, this study offers both theoretical insights and practical guidance for educators, parents, and policymakers seeking to foster character development through spiritually grounded, holistic learning models.
... Il costrutto di intelligenza umana soggiacente a ogni sviluppo avvenuto fino a oggi nel campo dell'IA è perciò di natura computazionale: laddove l'intelligenza umana è rappresentabile in qualche modo come un processo matematico, le macchine possono ambire a riprodurne i meccanismi. Siccome, però, i costrutti dell'intelligenza umana proposti dalla psicologia e da varie altre scienze che la studiano sono più complessi -basti pensare alla teoria delle intelligenze multiple (Gardner, 2005(Gardner, , 2006 e 2021) o agli studi sull'intelligenza emotiva (Salovey & Mayer, 1990) -è molto meglio pensare ai sistemi di IA non come a una riproduzione di ciò che facciamo noi umani, bensì quali strumenti e applicazioni diversamente intelligenti, cioè capaci di risolvere problemi secondo modalità diverse da quelle degli animali e degli umani. Di conseguenza, quando vi facciamo ricorso in ambito educativo non ambiamo tanto a sostituire docenti o tutor, quanto piuttosto a mettere in atto meccanismi in grado di potenziare l'apprendimento umano e il ruolo stesso della didattica incentrata su insegnanti in carne e ossa. ...
Gli autori degli articoli che ospitiamo in questo numero della rivista Idee in form@zione hanno provato a dare una risposta alla seguente domanda: Come può il mondo dell’istruzione e della formazione partecipare al progressivo sviluppo di consapevolezza e responsabilità nei confronti dell’uso dell’intelligenza artificiale? Ci hanno offerto riflessioni, esperienze e prospettive che possono essere d’aiuto nel nostro personale impegno a sottoscrivere le parole di Carme Artigas ‒ sottosegretaria di Stato spagnola per la digitalizzazione e l’intelligenza artificiale ed esperta in big data e innovazione tecnologica ‒ che sottolineano la necessità di «mantenere un equilibrio estremamente delicato: stimolare l’innovazione e l’adozione dell’intelligenza artificiale in tutta Europa nel pieno rispetto dei diritti fondamentali dei […] cittadini»
The authors of the articles hosted in this issue of Idee in form@zione have tried to give an answer to the following question: How can the world of education and training participate in the progressive development of awareness and responsibility towards the use of artificial intelligence? They offer reflections, experiences and perspectives that can help our personal commitment to endorse the words of Carme Artigas, Spanish Undersecretary of State for Digitization and Artificial Intelligence and expert in big data and technological innovation, which emphasize the need to «maintain an extremely delicate balance: to stimulate innovation and the adoption of artificial intelligence throughout Europe while fully respecting the fundamental rights of [...] citizens».
... With the rapid emergence of technology, mastery of skills such as critical thinking, collaboration and problem-solving is essential. Gardner (2006) supports the importance of developing multiple intelligences, including interpersonal and intrapersonal skills, as an integral part of education. ...
This book unveils essential discourses surrounding education, including the diverse world of the teaching profession in Indonesia; culture and its impact on education; educational technology in English language learning; understanding pragmatics in human communication; obstacles limiting the integration of technology in learning environments; inclusive education (the role and the importance); educational technology (a solution for learning problems); the roles of teachers and students in the educational environment; the weaknesses of the Indonesian education system; recognizing the learning needs of students; idealism in education (from historical perspective); pragmatism philosophy and progressivism theory and its influences in merdeka curriculum; inclusive education in the United States and Indonesia; criticism on the Indonesian education system; exploring the learning needs of students; different roles of teacher and students in traditional and modern teaching; as well as the evolution of teaching strategies.
... Ancak insan davranışlarına olan merak artıkça yapılan araştırmalar doğrultusunda zekanın tek bir faktöre bağlı olamayacağı ortaya konmuştur. Gardner (1993), tanımladığı Çoklu Zekâ Teorisinde zekayı 8 kategoride ele almıştır. Bu kategoriler; görsel, dilsel, matematiksel, kinestetik, doğa, müziksel, uzamsal, içsel ve sosyal zekadır. ...
Bu araştırmanın amacı 6.sınıfta öğrenim gören üstün yetenekli ve normal gelişim gösteren öğrencilerin kesirlerde çarpma ve bölme işlemi kazanımlarına yönelik problem kurma ve problem çözme süreçlerini incelemektir.
... Feldman (in Sternberg, 1999) talks of creativity being about the reorganisation of knowledge and understanding. Gardner (1993) notes Gruber's comments that creative individuals 'are extremely reflective about their activities, their use of time and the quality of their products'. ...
From within the context of a creative writing programme, this paper develops the idea of ‘playing’ as an approach to learning andcreativity. It raises questions, however, about how playing might take place in a defined online environment. It argues that as well asa tool for learning, play can have an impact on social and motivational development. The suggestion is made that issues raised havetransfer to other domains.
... Thus, we have developed increasingly more sophisticated computer programming devoted to data management and information processing, with increasingly more accessible, anthropotropic interfaces [58]. The fact that we refer to these technologies as artificial intelligence obscures the reality that we have never quite determined what exactly we mean by the term intelligence in the first place [59][60][61][62]. What is natural intelligence? ...
John Henry Newman defined the university as “a place of teaching universal knowledge”, which suggests that it is also an environment for the teaching and creation of knowledge, and therefore a medium for the teaching and creation of knowledge. Based on the field of media ecology, defined by Neil Postman as “the study of media as environments”, and following Marshall McLuhan’s famous maxim that, “the medium is the message”, we can understand knowledge to be the product of a particular type of medium or environment. Taking inspiration from the poetic questions posed by T.S. Eliot, “Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?”, this essay takes issue with the view expressed among internet boosters that information is the basis of knowledge, and knowledge is the basis of wisdom. Instead, an alternative understanding presented in which information as a contemporary phenomenon is a product of the electronic media environment, knowledge is a product of the literacy associated with the chirographic and typographic media environments, and wisdom is a product of the oral media environment.
... 2 Wat zegt een norm? Elke norm is bedacht, uitgezocht door andere mensen en dus altijd tot zekere hoogte subjectief (klopt de uitkomst van bijvoorbeeld een som niet, een beoordeling echter wel) waarbij er te vaak maar naar een of twee van de in totaal acht intelligenties wordt gekeken (Gardner, 2006). Er is te weinig aandacht voor het bredere spectrum van intelligenties die iedereen bezit. ...
Een artikel dat beschrijft wat de zin (en vooral ook onzin) van beoordelen in het (bewegings) onderwijs is.
... Multiple Intelligences terjemah indonesianya adalah kecerdasan ganda (Gardner, 2014). Kecerdasan personal merupakan kemampuan untuk mengenali kepribadiannya serta mampu menggunakan informasi yang dimilikinya untuk berkomunikasi dengan orang lain (Susanti, 2017). ...
This study aims to develop a cooperative learning method using the Student Teams Achievement Division (STAD) method into the Intelligent Personal Group Cooperation (KEPOKPEDAS) method in PAI, as well as to measure the effectiveness of the KEPOKPEDAS method in improving the personal intelligence of Class V Elementary School students. The type of research used is R & D which consists of 10 development steps. The subjects of the study were fifth grade students at the Krapyak Godean State Elementary School. The object of this research is the learning process of the KEPOKPEDAS method to improve personal intelligence. Data collection techniques in the form of observation, interviews, questionnaires and documentation. Analysis of data collection was carried out using the interaction model developed by Milles and Hubermen. The results showed that the KEPOKPEDAS method had sufficient feasibility based on the validation scores of Material Expert 3.5, Method Expert 4.1, limited field test 4.03, and main trial 4.1, with an average of 3.93 (enough). While the effectiveness of the method in improving personal intelligence has a significant effect based on the comparison of the initial test results 80.07 with the final test of 85.13 which is included in the effectiveness of the 2016 PSS Paired Samples Test results: the acceptance of the Ttable calculation is greater than Tcount, which is 0.000˂0.05. Thus the application of the KEPOKPEDAS method to increase personal intelligence is effective.
... (Tezci, Karaca, & Sezginsoy, 2008) . (Gardner, 2006) . ...
... En sociónica 2 se distinguen hasta dieciséis diferentes tipos de personalidad: inventor, analista, crítico, empresario, psicólogo, humanista, lírico, mentor, legionario, inspector, maestro, director, político, almacenador, mediador y entusiasta 3 . Howard Gardner, por su parte, al considerar la idea de una inteligencia multidimensional o múltiple, expresa dudas sobre la tipología psicológica demasiado simplificada (Gardner 1993). Sin embargo, en este artículo no se trata de una descripción de los nuevos enfoques de los esquemas de personalidad ni tampoco de una discusión psicológica sobre la validez de la propuesta de Jung en comparación con los resultados de estudios más recientes. ...
El propósito de este artículo consiste en estudiar la didáctica de la segunda lengua a la luz de la tipología de personalidades propuestas por Carl Gustav Jung, considerando que la diversidad psicológica elaborada por el psicólogo suizo puede ahorrar a los profesores y sus alumnos un gran número de decepciones y malentendidos, al igual que ayudarles a crear su propio estilo de aprendizaje de su segundo idioma. Para esto, se describen primero los tipos psicológicos de Carl Gustav Jung en relación con los diferentes aspectos que aparecen en el proceso de enseñanza aprendizaje de la segunda lengua, haciendo énfasis en la didáctica de esta enseñanza. En la segunda parte del escrito se hace referencia a la especificidad psicofísica de los estudiantes y docentes, demostrando que la costumbre generalizada de no abordarla en las soluciones procedimentales adoptadas en la educación, deja muy lejos la educación de una visión holística del hombre y su proceso educativo. Se concluye que por más que el propósito de enseñar todas las materias, incluidas las lenguas extranjeras, sigue siendo siempre el mismo, esto no significa que se pueda unificar los medios que conducen a él, y que la tarea de dichos medios es organizar las clases de tal manera que las mismas activen en lo posible todo el potencial de los estudiantes de manera integral y aumenten la eficacia del trabajo de los docentes.
... 8) Naturalist Intelligence, ability to understand the forms in surrounding nature. 9) Existential Intelligence, ability to possessed values and norms in society and using it in everyday life (Howard Gardner, 2013). ...
This research described curriculum integration on optimizing multiple intelligence of early childhood education. This research was case study with qualitative descriptive approach. Data were collected by interview, observation, and documentation. The data were collected then analyzed and triangulated and member checked for validation. The results showed that children’s intelligence can be optimized by learning method integrated with tauhid values in every of six development aspect, moral and religious value, cognitive, language, physical-motor, social-emotional, and art. The school that becomes subject for this research was using center-based classroom and habituation learning method.
... According to the intelligence they possess, Gardner considers that all traditional theories of intelligence do not adequately estimate human intelligence due to the weakness of their tests that require the individual to solve the problems presented in verbal or verbal formulas only, and they are suitable for school performance. He also sees that relying on paper and pen in measuring performance Intelligent for life tasks, and considers success in life requires various intelligences, and believes that our best contributions are to know the intelligences and talents that children possess in order to focus on them [33,34]. Personal intelligence; Gardner was not the first to talk about interpersonal intelligence. ...
— Researcher adopted the experimental research method with two groups (experimental; control) with a posttest; to know the impact of a proposed strategy according to the design thinking model on the achievement of mathematics and personal intelligence among students sixth-class scientific. The null hypotheses were made "there is no statistically significant difference at the significance level (0.05) between the mean scores of students sixth-class scientific (biology) who learned the mathematics subject assigned to them according to proposed strategy (the experimental group) with students who learned the same material by usual way (control group) in test of achievement, also “there is no statistically significant difference at the significance level (0.05) between the mean scores of the students sixth-class scientific (Biology) who learned the mathematics subject assigned to them according to the proposed strategy (the experimental group) and between the students who learned the same material by usual way (the control group) in the personal intelligence scale”. Community of research represent students sixth-class scientific (biology) from the General Directorate of Education of Karkh First. Research sample was selected (60) students, and the sample was divided into two groups (experimental) and (control). The equivalence of both groups was made in (previous achievement in “Mathematics”, “level of intelligence”, “chronological age”). For collecting data to the experiment, an achievement test was built in of (10) test paragraphs of essay type, plus a scale to measure personal intelligence with five test paragraphs. Analyzes were conducted the appropriate statistic, and the psychometric properties of the test were confirmed. Results indicated that students of the experimental group who studied according to the proposed strategy were superior to the students of control group who studied by usual method.
... A half-century of research into learning styles has shifted from the traditional paradigm of stable individual learning differences towards "stable-yet-flexible" (Oxford, 2011: 40) characteristic adaptations of learners (Dörney, Ryan, 2015). Despite conceptual confusion and a plethora of models and instruments (Coffield, 2004), the psychological construct of learning styles based on the types of intelligences (Gardner, 1993;Davis, Christodoulou, Seider, Gardner, 2011) remains one of the most popular (McKenzie, n.d.): ...
The objective of this study was to determine whether or not positive emotional stimuli enhance the learning of new foreign language vocabulary among learners with different learning styles. The stimuli were presented in English classes to the experimental group for eight weeks. Vocabulary knowledge was tested in the control and experimental groups before and after the intervention. Participants' learning styles were detected by a validated questionnaire. The findings revealed an increase of vocabulary knowledge among all participants, with nearly double the improvement in the experimental group. The highest vocabulary increase was detected among learners with a musical learning style.
... Diagrarting is a corrective to the privileging of certain ways of writing in the English-speaking world. In many different spheres, including schools and universities, writing is perceived as the highest form expression. Diagrarting implicitly challenges this hierarchy by inviting diagrarters to deploy their multiple intelligences: their visual/spatial intelligences are activated by drawing, their 'intra' (inward/reflective) intelligences are used because diargarter must reflect upon their own practice; and it necessitates the use of interpersonal (between people) and linguistic intelligences through its use of writing and conversation (Gardner 2006). In this sense, it is an inclusive pedagogical practice. ...
This article explains what is meant by the neologism, coined by the author, ‘diagrarting’. It shows how diagrarting could be a new form of writing and drawing which is useful for writers, teachers and learners. In brief, the phrase diagrarting combines the words diagrams, dialogue and art. Diagrarting involves adopting an artistic identity when making marks on the page. To diagrart, one must write and draw, and believe you are creating art, no matter how crude you think your work to be. A diagrart is invariably rough and ready, and possibly not comprehensible to anyone else but its author. A diagrart is made intelligible through dialogue. If working alone, an author may talk to their diagrart, asking themselves about what it means, what they have learnt from it and so on. If working with other people, a diagrart is explained through conversation. This article shows how and why diagrarting could be an important practice for writers, artists, teachers and pupils to adopt in different contexts, providing empirical evidence of its success in the author’s own creative practice and in an inner-city school.
... Intelligence is the ability to learn so as to gain knowledge so that it is able to carry out real actions that have goals and a rational way of thinking [7]. A person's intelligence includes the following elements: a) logical-mathematical intelligence, b) language intelligence, c) musical intelligence, d) spatial-visual intelligence, e) kinesthetic intelligence, f) interpersonal ability, g) intrapersonal intelligence, and h) naturalist intelligence [8]. One of the abilities that are often used in teaching and learning activities is interpersonal skills. ...
Theories about giftedness have been extensively applied in understanding academic and talent development of gifted and high-ability students in academic-related and other co-curricular domains of performance. However, there is limited literature on the application of such theories in musically talented students and adults. This review addresses this issue by summarizing prior studies that used specific theories of giftedness in investigating the talent and psychological qualities in musically gifted learners. A total of 27 eligible studies were included in this review. Our findings showed sporadic attempts to integrate theories of giftedness in studies involving musically talented students and adults, with most studies using Gagne’s differentiated model of giftedness and others using Gardner’s multiple intelligences theory and educational psychological theory (e.g., expectancy-value theory). We elaborate on how integrating extant theories of giftedness with cultural psychological theories can enrich our understanding of musically gifted learners’ talent development, especially in non-Western cultural contexts.
Roma young people are often subjected to oppression within formal educational spaces often linked to the idea that Roma young people are less intelligent than other young people. Intelligence is understood in the positionality of individual ideologies and could become a tool of powerful individuals and groups to create an ‘ideology of normal’ that grants permission to exclude Roma young people. This ‘normal’ view of intelligence can impact educational experiences. This study takes a phenomenological approach, using focus groups and diaries to explore what Roma young people perceive to be intelligence and how this perception could affect their education experiences including their motivation to engage in learning. The data exposes the oppressive culture Roma young people exist in and how racist ideologies of intelligence impact learning and wider opportunities. Roma young people from this study express a desire to achieve academically but value qualities, such as kindness and respect, which are perceived as intelligent behaviour. The study concludes that a recognition of the impact of professional relationships, such as youth work, is significant to challenge oppressive intelligence ideologies.
The purpose of this research was to investigates the effect of kinesthetic learning strategies on the speaking abilities of English learner. Employing a pre-experimental research design, the study involved 20 students from an FLC (Foreign Language Course) program. The research utilized quantitative methods, specifically oral tests, to measure the effectiveness of kinesthetic learning strategies. Data were collected through pre- and post-tests and analyzed using SPSS 22. The findings reveal a significant improvement in the speaking abilities of students who engaged in kinesthetic learning activities. The results of hypothesis testing showed a t-test value of 8.519 at p < 0.01, indicating that the null hypothesis was rejected and the alternative hypothesis was accepted. This suggests that kinesthetic learning strategies are effective in enhancing English speaking skills. The study concludes that integrating movement-based activities into language learning curricula can significantly benefit students' speaking proficiency. These findings support the adoption of kinesthetic learning strategies in language education, advocating for more dynamic and engaging instructional methods that cater to various learning styles.
The “Psychology of Artificial Intelligence” looks at the different kinds of human intelligence and asks if intelligence is really one thing or many. It then looks at progress in AI from its earliest beginnings through to the most recent “deep” neural networks and large language models. The book argues that AIs should be seen as genuinely intelligent but not yet capturing all aspects of human intelligence. The potential for AI to surpass human intelligence is seen as both a risk but also as an opportunity to advance human intelligence and to improve our understanding of ourselves.
This single author book, first published in July 2024, is intended for the general reader interested in artificial intelligence and its similarities to human intelligence. More information at https://tonyjprescott.com/2024/11/23/the-psychology-of-artificial-intelligence/
This chapter asks, on the one hand, whether there are cultural differences in cognitive abilities and performance and, on the other hand, whether there are certain cultural factors that can be held responsible as influencing variables (antecedents) for the different characteristics. It is shown that it is almost impossible to investigate cultural differences in general intelligence, since the required conceptual equivalence and measurement equivalence as comparison prerequisites are hardly achievable. It is also not easy to identify biological “basic components” of thinking, since even these are already culture-specifically overlaid. Cross-cultural equivalence is easier to establish when specific abilities are examined. The TIMSS study and the PISA studies, in which school performance in different countries is compared, can be considered prototypical here. Individualism-collectivism, Confucian dynamics, mother tongue, schooling, minority status and poverty are discussed as potential antecedents for cognitive differences.
Penelitan ini bertujuan untuk mengkaji peran bimbingan konseling pada pengembangan potensi anak gifted. Penelitian ini menggunakan metode tinjauan literatur dengan penelitian terdahulu yang dilakukan di bidang tertentu. Hasil penelitian menunjukkan bahwa bimbingan konseling memiliki peran penting dalam pengembangan potensi anak gifted. Bimbingan konseling dapat membantu anak gifted dalam mengatasi berbagai isu yang mereka hadapi, seperti kebingungan tentang makna keberbakatan, perasaan akan perbedaan, perasaan akan ketidaktepatan, kritik terhadap diri sendiri, tingkat konflik internal yang meningkat, kurangnya pemahaman diri dari orang lain, harapan dari orang lain yang tidak realistik, dan hostility orang lain terhadap kemampuan anak berbakat. Bimbingan konseling dapat dilakukan melalui berbagai model dan strategi, antara lain konseling akademik, konseling terapi, dan konseling perkembangan. Konseling akademik dapat membantu anak gifted dalam mengembangkan kemampuan akademik mereka. Konseling terapi dapat membantu anak gifted dalam mengatasi masalah-masalah emosional dan sosial mereka. Konseling perkembangan dapat membantu anak gifted dalam mengembangkan potensi mereka secara optimal dan baik.
Language learners show diverse learning capabilities making it imperative for instructors to incorporate strategies that help bring out student potential. Each one of them perceives content based on their unique learning style. This paper explores approaches for maximizing multiple intelligences to ensure improved learning in classrooms. Multiple Intelligences theory by Harvard Professor Howard Gardner in 1983 contradicted the standard approach of measuring intelligence with a single perspective. He explained that learners possess different forms of intelligences and apply them in more than one way to interpret information, solve problems and create things (Gardner, 1993). This paper emphasizes on the implementation of multiple intelligences theory in the context of teaching English as a second language. It focuses on the need to consider learners as having individual differences and learning styles. It further emphasizes on the use of methods and approaches that pay attention to learning with varied intelligences and learning preferences. It also lays stress on the importance of student-centered approach, in teaching strategies, the most to ensure student guided learning environment in classrooms. With multiple intelligences theory-based approach, educators need to create activities that encompass all types of intelligences and to suit all learners. Moreover, activities appropriate for learners will be suggested with varied intelligences and preferred styles of learning. Finally, the paper will also highlight potential issues faced by educators, recommendations and conclusions about the implementation of the multiple intelligences approach.
Objective: This research study aims to (1) explore the experiences of primary school teachers in conducting interpersonal relationships in the world of education; (2) describe the problems in conducting interpersonal relationships among teachers. Methods: This research is qualitative research with a phenomenological type. Data were collected through interviews with participants of 11 primary school teachers. Data analysis was performed based on the Bogdan & Biklen analysis model which begins by looking for themes and sub-themes on the topics covered. Findings: The results showed that good interpersonal relationships will make students more open, enthusiastic, and motivated when studying, feel comfortable in learning, and will try to show their best performance in class. Furthermore, although the teacher has tried to understand the learners with their interpersonal intelligence, there are still conflicts when interacting with some students in the classroom. Conclusion: It can be concluded that interpersonal relationships are urgent for teachers in building positive relationships with students, to improve the quality of their learning in the classroom.
Spirituality is a broad and multidimensional concept, while spiritual intelligence (SI) is an important prerequisite for the psychological health and social functioning of the individual. This article theoretically frames a psycho-pedagogical intervention (PPI) program for the development of SI in primary school students (age 7–10) in Latvia, describing the conceptual and procedural principles of the program. According to the literature, PPI is considered the most efficient form of instruction that, integrated into the learning process, may facilitate the rapid development of children in various fields. The article introduces the concept of SI and substantiates the theoretical model of SI in children. It discusses the types and functions of intervention programs; the main conditions for elaborating PPI; and reflects on the content, structure, and methods of a program applied to develop SI. The procedural dimensions of the PPI and the preparation of teachers to implement a given program are described. It is hoped that this study and its continuation may inspire the integration of the PPI into educational systems in other countries.
One of the main pillars of positive psychology is the role our emotions (affectivity) play in various contexts of life; it follows that it also plays such a role in the language classroom (Dewaele et al., 2019; Gabryś-Barker, 2016). The power of affectivity is also exposed very strongly in the other assumptions of positive psychology: our strengths and weaknesses (the second pillar) and in the fundamental principles of enabling institutions (the third pillar) (Seligman, 2002; MacIntyre et al., 2016). This chapter brings together an interest in positive affectivity and the need for the development of effective teacher training programmes for undergraduate students who are prospective EFL teachers. The underlying belief is that it is the teacher that takes responsibility for his or her classes and individual learners in communicating and interacting in the process of language instruction. At the same time, it is believed that to some extent teachers also contribute to the personal development of their learners. The data presented here consists of the reflections of trainee teachers on their experience of positive psychology classes, introduced as part of a TEFL module in their programme of studies to become FL teachers, and its contribution to altering the students’ frame of mind in understanding what teaching a foreign language embraces. The observations made will be the basis for the implications for improving content of a pre-service training of future FL teachers, focusing on affectivity awareness brought about by the introduction to positive psychology in TEFL classes at the university.
The current paper reports four consecutive studies that were conducted to link sexual health with a new construct of sexual intelligence by developing and validating a new scale to measure sexual intelligence. Sexual intelligence was defined as “the ability to perceive, understand and respond to sexual needs and desires in a personal and social context.” Sexual Intelligence Scale (SIS), comprising of 8 items in English and 2 factors (sexual knowledge & sexual behavior), was developed and validated by involving 959 respondents in the process of 4 consecutive studies. The validity of SIS was tested step by step for its face, content, factorial, convergent, discriminant, and predictive validities. The reliability was measured through internal consistency and item-total & item-scale correlations. The study found significantly higher levels of sexual intelligence in men as compared to women. Sexual intelligence, moreover, had significant positive correlations with age, education, emotional intelligence, social intelligence, sexual health, and satisfaction with life. Sexual health was linked with sexual intelligence and the SIS was accepted as a reliable and valid tool to measure sexual intelligence.
This study discusses the role of Islamic Boarding Schools in training santri's interpersonal skills at the Ittihadul Ummah Gontor Poso Modern Islamic Boarding School. This study used a case study qualitative research method. Data was collected through direct observation, in-depth interviews and analysis of written documents. Then the data were analyzed with a thematic approach by building themes from the data obtained in the field. The results showed that the role of Pondok Modern Ittihadul Ummah Gontor Poso in training students' Interpersonal skills can be seen in three forms, namely in intra-curricular activities which include: 'UluumulIslamiyah, 'UluumulLughoh and 'Uluumul 'Aammah.Then the role of the pesantren is also seen in the Ko Curricular activities which include the implementation of Charity Worship. Implementation of Practice and Guidance in the formation of organizations, Scouts, and the development of interests and talents.Supervision of intra-curricular activities is carried out by teachers and administrators of the santri organization in the boarding sachool. The leadership method used in educating and training the students is direction, training, assignment, habituation, escort, and UswahHasanah.The supporting factor in training students' interpersonal skills is the support of good pesantren leaders.
As modernization accelerates, various new technologies and new ways of operation proliferate, and the complexity of human-computer interaction systems continues to increase. The gradual complication of functions and tasks of complex information systems places special training demands on the operator’s operational capabilities. How to develop individualized training programs for different types of operators on the basis of identifying the differences in each ability attribute has become an important issue to improve training efficiency and train specialized and high-fit operator teams.In this study, firstly, on the basis of analyzing the operational tasks of complex information systems, a model of the competence indicator system for operators of different seats in complex information systems is established. The weights of the indicator system are evaluated by using the ANP model, and the weights of the three operator alternatives are obtained, on the basis of which the characteristics of the relative magnitude of change in the proportion of the three alternative options are identified using the method of sensitivity analysis. The results of the subjective clustering of the various characteristics show that the characteristics of the magnitude of variation of these competencies can be finally classified into four categories, namely, “experienced, knowledgeable, fixed, and cumulative competencies.” Finally, the proposed competency training program for operators of different levels and individual characteristics can be used as a reference for efficient training of operating competencies of complex information systems.
KeywordsCapability systemANPCapability index systemWeight sensitivity analysis
This introductory article to the thematic section on “Spiritual Intelligence” sets out the ways in which spiritual intelligence is currently conceptualized. Most prominently, spiritual intelligence is understood as an adaptive intelligence which enables people to develop their values, vision, and capacity for meaning. Questions arise as to whether spiritual intelligence is a distinct form of intelligence, and how to frame it if it is. It is questionable whether psychometric approaches justify concluding there is a distinct spiritual intelligence, and the authors reject any notion of a God spot in the brain specifically dedicated to spiritual intelligence, which is a much more broadly embodied phenomenon. The authors suggest that spiritual intelligence most likely makes use of existing cognitive architecture, though applied in a distinctive way. This article finishes with a brief introduction to the four main articles in this thematic section, which present spiritual intelligence as a kind of participation in transcendent being. The four articles approach the cognitive, embodied, meditative, and ritual aspects of spiritual intelligence as participation.
Educational reform in China has brought about many Western educational approaches for teachers to consider as part of their pedagogy. An example of this is the theory of multiple intelligences (MI theory). This paper presents how a theory grounded in a Western context is locally reconceptualised by kindergarten teachers who grew up in a different context. A qualitative case study was selected to investigate seven kindergarten teachers’ understandings of MI theory in China. Three methods were employed to gather data; semi-structured interviews, field observations and documentation. Evidence from the three sources were analysed using a thematic approach. This paper reports contextual factors that had an influence on the teachers’ understandings of MI theory and thus its implementation, and argues that the introduction of new educational theories or approaches should be grounded in the local context in which the teaching will be embedded.
This text presents a brief literature review on technologies and web-based tools for faculty development. It investigates what resources are available to higher education (HE) teachers to support online professional development (OPD) activities based on feedback, collegial discussion, collaborative reflection or teaching observation. From recent studies we note
that collective reflection is effective when technologies are acted and used as a medium for collaborative professional learning, appropriately choosing and aligning technology with education purposes and teachers’ developmental needs, acknowledging the interrelations among technology, content and pedagogy. The paper provides a better understanding of the limits and potential of different technologies and how programmes of online faculty development can be designed to promote dialogical collaborative thinking
At the heart of the teaching practice is the art of questioning. Costa and Kallick noted that questions are the means by which insights unlock thinking. Effective questioning is essential to effective teaching. Despite this, a cohesive theory on the method of questioning has yet to be developed. A discussion of questioning is vital to moving the teaching profession forward. In this article, we propose a model of effective questioning that we see as the first step toward identifying a unifying theory of questioning. Our model contains the following three components: (1) a well-structured item (a good question), (2) clear expectations for the response (which we call ‘the five considerations’), and (3) a constructivist conversation. This work succeeds in bridging the gap between practice and theory that may otherwise limit good teachers from utilizing their questions in the most effective manner. Because of this, our model should be of use to teachers, teacher educators, professional developers, educational researchers, and theoreticians. We hope that a continued discussion of questioning ensues in all of these circles, so that our field can move closer toward the development of a theory of questioning.
En el contexto actual, en el que el paradigma de la cultura industrial está puesto en entredicho, es necesario revisar, tanto la naturaleza del diseño como las implicaciones que los cambios tecnológicos, culturales y sociales que las prácticas culturales emergentes van planteando al ejercicio de las profesiones del diseño. Estamos ante la necesidad de distinguir lo esencial de lo contingente respecto a lo que es el diseño y sus diferentes tipos de aplicaciones. Los objetivos de este trabajo son: Advertir lo importante que es distinguir entre la indagación y la investigación respecto al diseño, así como la necesidad de comprender la naturaleza del acto de diseñar y su papel en la cultura para, en función de esta comprensión, orientar los esfuerzos de investigación acerca de la comprensión del acto de diseñar y de su ejercicio profesional en la cultura contemporánea y orientar la atención de las y los diseñadores hacia la indagación de cuestiones emergentes en la cultura que están incidiendo en la definición de requerimientos y toma de decisiones referentes al futuro ejercicio profesional del diseño.
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