This study aimed to investigate the Multiple Intelligences profiles of the students at junior secondary school in Makassar. The Multiple Intelligences Inventory was used to identify the dominant intelligence among the students. The sample of this research was 302 junior secondary schools students in Makassar Indonesia who willing to participated in this study. Descriptive and inferential statistics were used to investigate the students' MI profiles. The results of this study showed that all intelligences were possessed by the students either in strong, moderate, or weak category. Existential intelligence became the strongest intelligence among the nine types of multiple intelligences. Moreover, other types of multiple intelligences in strong category were interpersonal intelligence and verbal-linguistic intelligence. They were the second and the third intelligence of the strongest intelligences. The other types were in moderate category, were intrapersonal intelligence, musical intelligence, visual-spatial intelligence, logical mathematic intelligence, bodily-kinesthetic intelligence, and naturalist intelligence. In terms of gender, the study revealed, male students significantly possessed stronger in logical-mathematic intelligence, bodily-kinesthetic intelligence, and intrapersonal intelligence, Meanwhile, Female students were significantly stronger in musical intelligence, interpersonal intelligence, and existential intelligence. The results also showed that there was no significant difference between male students and female students in verbal linguistic intelligence, visual-spatial intelligence, and naturalist intelligence.
<p class="abstrak" align="center"><strong>Abstract</strong><strong></strong></p><p>This research was aimed at analyzing the 1) existence of the Pondok Pesantren DDI Mangkoso as a traditional Islamic educational institution; 2) the dynamic policy of national education in the period of 1989-2018; 3) various national education policy accommodating by the Pondok Pesantren DDI Mangkoso; and 4) varied obstacles and experienced by the pesantren in accommodating national education policy and the solutions. The results of this research show that the Pondok Pesantren DDI Mangkoso is still kept existing as a traditional Islamic educational institution by preserving five roles: a place transforming classical Islamic sciences, Da’wah institution, Islamic tradition conservationists, Islamic scholar generating center, and community service and empowerment. The position change of pesantren in the national educational policy during 1989 – 2018 implicates dynamiclally to the Pondok Pesantren DDI Mangkoso. The accommodation forms of national education policy conducting by the Pondok Pesantren DDI Mangkoso are classical system, national education curriculum implementation, and standardizing the learning process and educators. Some obstacles facing in accommodating these forms are like culture and organizational structure wrestling, limited resource, and lack of community participation. This research has implications for the importance of the accumulation of cultural values, religious values, and modern values in pesantren so that it can compete amid the progress of educational institutions in general</p><p> </p><p class="abstrak"><em>Penelitian ini bertujuan </em><em>untuk menganalisis 1) eksistensi Pondok Pesantren DDI Mangkoso sebagai representasi lembaga pendidikan Islam tradisonal; 2) dinamika kebijakan pendidikan nasional kurun waktu 1989-2018; 3) ragam kebijakan pendidikan nasional yang diakomodasi oleh Pondok Pesantren DDI Mangkoso; dan 4) ragam hambatan Pondok Pesantren DDI Mangkoso dalam mengakomodasi kebijakan pendidikan nasional beserta solusinya. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan fenomenologi</em><em>.</em><em> Hasil penelitian menunjukkan bahwa Pondok Pesantren DDI Mangkoso tetap eksis sebagai lembaga pendidikan Islam tradisional meski melakukan pengembangan yang sifatnya modern dengan mempertahankan lima peran, yaitu: Tempat transmisi ilmu-ilmu Islam klasik, lembaga dakwah, pelestari tradisi Islam, pusat reproduksi ulama, serta tempat pengabdian dan pengembangan masyarakat. Perubahan posisi pesantren dalam kebijakan pendidikan nasional kurun waktu 1989-2018 berimplikasi terhadap kebijakan pendidikan Pondok Pesantren DDI Mangkoso yang dinamikanya dibagi ke dalam tiga tahap, yaitu: transformasi kelembagaan, pemaduan kurikulum, dan penerapan paradigma inklusif berbasis budaya. Berbagai hambatan dalam akomodasi tersebut adalah pergumulan kultur dan struktur organisasi, keterbatasan sumber daya, dan minimnya partisipasi masyarakat. Penelitian ini berimplikasi pada perlunya akumulasi nilai tradisional, nilai agama, dan nilai modern oleh pesantren agar mampu bersaing bahkan menjadi inspirasi di tengah kemajuan lembaga pendidikan pada umumnya.</em></p>
Abstrak: Manusia memiliki tiga macam instrumen untuk menangkap keseluruhan realitas. Ketiga instrumen itu adalah panca indera, akal dan intelek, serta intuisi (wahyu dan ilham), ilmuan-ilmuan Barat secara prinsipil mengakui satu instrumen saja, yakni panca indera sehingga mereka mengembangkan hanya satu metode penelitian, yaitu metode observasi, atau eksperimen indrawi. Metode observasi ini memang terus dikembangkan sampai tingkat yang sangat canggih, tetapi semuanya tetap bermuara pada penerapan indrawi (senseperception). Akal -dalam bentuk proses penalaran-memang digunakan, tetapi hanya untuk memilih, memutuskan dan melakukan penalaran, bukan sebagai instrumen lain dalam menangkap realitas. Berbeda dengan ilmuwan-ilmuwan Barat, ilmuwan-ilmuwan Muslim mengakui keabsahan bukan hanya metode observasi, tetapi juga metode rasional dan intuitif.Abstract: Human beings possess three kinds of intruments to catch the whole reality. The three instruments are the five senses, reason and intellectuality as well as intuiion (revelation and inspiration) whreas the Western intellectluas agree one instrument only, namely the five senses so that they develope one research method only, namely observation method and experiment. The observation method is continually developed into very sopisticated level but it persistently derive from the sense perception. Reason-in the form of reasoning-is employed, but only to choose, to decide and to perform reasoning, not as other instruments to catch the reality. This makes the Western intellectuals different from the Muslim intellectuals since the later admit the validity of not only the observation method but also of the rational and intuitive method.Kata Kunci: integrasi, interkonektisitas, sains, ilmu agama, panca indera, akal
The Development of Indonesian Language Teaching Materials Based on Know-ledge Integration in Islamic Higher Education. This study aims at describing: (1) the reality and the needs for materials oriented towards knowledge integration, (2) the prototype and evaluation of the developed teaching materials. This is a Research and Development undertaken in UIN Alauddin Makassar involving 138 students, five lecturers, and two expert validators. The results show the currently used materials is not based on knowledge integration. Integration have been undertaken in the developed materials by including related verses or hadith, raising Islamic themes as reading materials and examples. The developed materials were evaluated by expert validators both content and design with the average score of 3.91 and 3.93 respectively and categorized as very good. The gain index for small and large groups is 0.71 and 0.72 respectively and categorized as high.
This research aims to analyze the dynamics of Pondok Pesantren DDI Mangkoso in accommodating national education policies. The method of this research is qualitative with a phenomenological approach whose data is collected through observation, interviews, and documentation. The results of the research indicate that the status of Pondok Pesantren DDI Mangkoso as a traditional Islamic education institution still existed despite carrying out modern developments by maintaining five roles, namely: the place of transmission of classical Islamic sciences, da’wah institutions, preserving Islamic traditions, the center of reproduction of scholars, and place of community service and development. Changes in the position of pesantren in national education policy during the period 1989-2018 have implications for the education policy of Pondok Pesantren DDI Mangkoso whose dynamics are divided into three stages, namely: institutional transformation, integration of curriculum, and application of a culture-based inclusive paradigm. The form of accommodation for the national education policy by Pondok Pesantren DDI Mangkoso is the opening of formal education institutions at all levels of education. Various obstacles in the accommodation are the struggle of organizational culture and structure, limited resources, and lack of community participation.
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