Hendriyanto Bujangga’s scientific contributions

This study aimed to collect and analyze articles related to Howard Gardner’s Multiple Intelligences theory and its implementation in Islamic education in Indonesia, as well as to identify research gaps. The method used was a Systematic Literature Review (SLR) with meta-synthesis data analysis techniques. The selected articles were published between 2016 and 2024 and chosen as the subjects of the study. These articles were gathered through search engines such as Google Scholar, Scopus.com, and Elicit.ai. The data analysis techniques employed were both quantitative and qualitative. The analysis results indicated that the implementation of Multiple Intelligences in Islamic Religious Education (PAI) teaching successfully improved student achievement and encourages teachers to teach creatively, using methods such as demonstrations, role-playing, the use of ICT, outdoor learning, and student motivation. Additionally, this implementation fosters critical thinking, problem-solving learning, creative thinking, and communicative learning. The implementation of Multiple Intelligences in PAI also aligned with the concept of fitrah. Further research is recommended to broadly review the implementation of Multiple Intelligences in Islamic education.

This study seeks to determine the significance of Kekeberen-based education in the Gayo community. This is qualitative and ethnographic research. The findings show that the educational values contained in the Kekeberen tradition in the Gayo community are the values of moral education, the values of cultural education, and the values of character education. The Conclusions that the education system of the Gayo people, which is based on the oral tradition of kekeberen, emphasizes psychology and emotions to cultivate a sense of taste, as they believe that people with a good soul will also have sound intellectual and cognitive development. Berkeberen refers to verbal and nonverbal interaction and communication between actors and listeners, which makes it simpler for actors to impart certain moral messages and values. Almost all of its tales place a greater emphasis on education, particularly that which leads to the formation of moral values, character, and traditions.