Application of Multiple Intelligence Theory to Increase Student Motivation in Learning History

Abstract

This study aimed at investigating the enhancement of motivation among low achievement students in the History lesson, after the multiple intelligence theory was integrated in teachers' teaching practices. The teachers were expected to apply a new approach with various teaching activities to motivate students to learn. The sample consisted of 68 low achievement students, who were then divided into two groups: 34 students were treated in the treatment group, while another 34 students were put in the control group. This is a quasi-experiment of non equivalent control group design. The questionnaire was distributed to students of both groups, to test the effectiveness of the integration approach. Analysis of the mean and standard deviation was conducted for both groups, while the null hypothesis was tested by the t-test. Based on the pre-test, there was no significant difference between the two groups. The post-test recorded significant motivational differences between the two groups studied. It was determined that the integrated History lesson with multiple intelligences had increased the level of motivation among students in the treatment group. This shows that diversity of methods and activities undertaken were able to change students' perception about the History subject and had increased their interests to learn History. Hence, it can be concluded that integrated multiple intelligence activities are able to increase students' motivation to learn History.

Impak Minat dan Motivasi Belajar Terhadap Hasil Belajar Siswa

“…Adapun Lytras, Tennyson, De Pabloz, Penalvo, & Rusu (2013) mengatakan bahwa guru perlu memperhatikan lingkungan belajar campuran dengan menerapkan metodologi pembelajaran yang berpusat pada siswa. Peningkatan hasil belajar harus memperhatikan integrasi terhadap strategi pengajaran dan pelaksanaan pembelajaran melalui berbagai metode pengajaran (Ahmad, Seman, Awang, & Sulaiman, 2015), dengan memperhatikan sifat dan isi mata pelajaran yang diampu dan juga konteks pelaksanaan proses pembelajaran (Lin, Yen, Liang, Chiu, & Guo, 2016). Guru perlu menciptakan pembelajaran efektif dengan melakukan pendekatan konstruktivis yang melibatkan aspek kognitif dan kolaborasi strategi belajar (Rosenshine, 1997dan Daradoumis & Kordaki, 2011, dalam Arguedas, Daradoumis, & Xhafa, 2016.…”

English Learning Based on Multiple Intelligence in Type of Linguistic Intelligence

“…Hal ini menjadikan mereka siswa yang berkembang (Hajhashemi, Ghombavani & Amirkhiz, 2011;Tirri & Nokelainen, 2012). Proses belajar akan dirasa kurang bermakna dan tidak efektif tanpa adanya motivasi untuk belajar (Abbas & Khurshid, 2013;Ahmad et al, 2014 (Armstrong, 2003;Gardner, 1985). (Armstrong, 2003).…”

“…Salah satu faktor yang mempengaruhi respon siswa ialah kegiatan yang memang disesuaikan dengan tipe kecerdasan dan gaya belajar mereka. Dengan demikian, guru telah memberikan tugas ataupun peran kepada siswa sesuai dengan kemampuan mereka (Ahmad et al, 2014;Atta & Jamil, 2012).…”

Giving Questions and Getting Answers (GQGA) Strategy Improves Biology Learning Outcomes

“…Improved learning outcomes must pay attention to the integration of teaching strategies and the implementation of learning through various teaching methods (Ahmad et al, 2015), taking into account the nature and content of the subjects being taught and also the context of the implementation of the learning process (Lin et al, 2016).…”