Dimensi Kecerdasan Majemuk Dalam Kurikulum 2013

Machali, Imam

doi:10.24090/insania.v19i1.462

Cited by 17 publications

(17 citation statements)

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“…Intrapersonal intelligence that exists in these children will be able to be following the 2013 curriculum. According to (Machali, 2014) on page 39 the attitude that shows intrapersonal intelligence in the curriculum 2013 appears in the formulation of competencies to achieve that is living and practising honest behavior, discipline, responsibility, caring, cooperation, cooperation, tolerance, peace, courtesy, self-confidence, responsiveness, and proactivity which in essence attitudes shown are part of the solution to various problems in the social environment.…”

Section: Discussionmentioning

confidence: 99%

Visual-Spatial and Intrapersonal Intelligence in Learning of Rampak Kendang Art for Elementary School Students

Setyaningrum

Siswantari

2020

IJCAS

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The art of rampak kendang in Patimuan Cilacap Regency is an art that has existed for a long time and is hereditary in the people of Cilacap. In learning the art of rampak kendang, two types of plural intelligence exist and have their character in the form of visual-spatial and intrapersonal intelligence. This study aims to describe how visual-spatial and intrapersonal intelligence can form through the learning art of rampak kendang in elementary school students in Patimuan Cilacap. This research method uses descriptive research with a qualitative approach. Methods of data collection using observation, interviews, and document studies to analyze content, this study uses data validity techniques in the form of source triangulation, with data analysis techniques for data reduction, data presentation, and concluding. This study's results in the form of the formation of visual-spatial and intrapersonal intelligence are influenced by internal, external, textual, and contextual factors. Visuals spatial are formed based on understanding art through the senses, primarily through the eyes in the form of colour and space, then transforming the learning the art of rampak kendang captured by the eye into another type of recording and becoming a musical work that appears. In contrast, intrapersonal intelligence is formed with the ability to understand oneself and act based on understanding, which includes strengths and limitations of self, moods, intentions, motivations, temperament and desires, self-discipline, and self-understanding and respect. This study concludes that visual-spatial intelligence is created in the form of creating space by making floor patterns, observing and recording the trainer and then can mimic the movements of kendang, and the use of dancers 'and musicians' face makeup, and costume selection for performances. Intrapersonal intelligence appears based on listening to and playing music among musicians to create strength in oneself, calm the mood, control oneself, and be motivated so that it becomes more disciplined and more self-respecting and the environment. Kecerdasan Visual Spasial dan Intrapersonal dalam Pembelajaran Seni Rampak Kendang bagi Siswa Sekolah Dasar ABSTRAK Seni rampak kendang di Patimuan Kabupaten Cilacap merupakan kesenian yang sudah lama ada dan turun temurun pada masyarakat Cilacap. Dalam pembelajaran seni rampak kendang ditemukan ada dua jenis kecerdasan jamak yang ada dan memiliki karakternya sendiri berupa kecerdasan visual spasial dan intrapersonal. Penelitian ini bertujuan untuk mendeskripsikan proses kecerdasan visual spasial dan intrapersonal dapat terbentuk melalui pembelajaran seni rampak kendang pada siswa sekolah dasar di Patimuan Cilacap. Metode penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kualitatif. Metode pengumpulan data menggunakan observasi, wawancara dan studi dokumen untuk menganalisis konten, penelitian ini menggunakan teknik keabsahan data berupa triangulasi sumber, dengan teknik analisis datanya reduksi data, penyajian data serta penarikan kesimpulan. Hasil penelitian ini berupa proses terbentuknya kecerdasan visual spasial dan intrapersonal dipengaruhi oleh faktor internal, eksternal, tekstual dan kontekstual. Visual spasial terbentuk berdasarkan memahami seni melalui pancaindera khususnya melalui mata berupa warna dan ruang, selanjutnya mentransformasikan bentuk dari pembelajaran seni rampak kendang yang ditangkap mata ke dalam bentuk wujud lain berupa rekaman dan menjadi karya musik yang rampak. Sedangkan kecerdasan intrapersonal terbentuk dengan kemampuan memahami diri sendiri dan bertindak berdasarkan pemahaman yang meliputi kekuatan dan keterbatasan diri, suasana hati, maksud, motivasi, temperamen dan keinginan, disiplin diri serta memahami dan menghargai diri. Kesimpulan penelitian ini adalah kecerdasan visual spasial tercipta berupa menciptakan ruang dengan membuat pola lantai, mengamati dan merekam pelatih kemudian bisa menirukan gerakan kendang, dan penggunaan make-up wajah penari dan pemusik, serta pemilihan kostum untuk pertunjukan. Sedangkan kecerdasan intrapersonal muncul ada berdasarkan mendengarkan dan memainkan musik antar anggota pemusik sehingga membuat kekuatan pada diri, menenangkan suasana hati, dapat mengendalikan diri, termotivasi sehingga menjadi lebih disiplin dan lebih menghargai diri serta lingkungan.

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Section: Discussionmentioning

confidence: 99%

Visual-Spatial and Intrapersonal Intelligence in Learning of Rampak Kendang Art for Elementary School Students

Setyaningrum

Siswantari

2020

IJCAS

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“…The role and function of the curriculum had important policies as one of the successes in the education process. The curriculum was developed by strengthening aspects of knowledge, attitudes, Dinamika Ilmu, Volume 18(2), 2018 and skills in a balanced manner (Machali, 2014). Role and function of curriculum could be classified into three things, namely, the material of discussion could be classified into three things, namely the material of discussion had basic nature of life, an event based on knowledge of truth, and many benefits obtained rom the religious knowledge (Ritonga, 2017).…”

Section: E Discussion 1 Implementation Of Curriculum 2013 In Islamimentioning

confidence: 99%

De-radicalization in the Implementation of Islamic Education Curriculum in SMA Masamba South Sulawesi

Rustan¹,

Hanifah²,

Kanro³

2018

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The emergence of radicalism problem has threatened disintegration of nation. Therefore, it needs a big role of education especially Islam religious education in preventing the understanding of radical religious teachings, maintaining the character of loving peace and nationalism values. Thus, this research is important to be conducted. This research aims to elaborate de-radicalization of Islamic teachings in Senior High School. This research used descriptive qualitative approach. Research data was obtained from the implementation of curriculum 2013 by senior high school teachers of Islamic religious education in Masamba, South Sulawesi. Data collection was done through direct observation, in-depth interview, and documentation. Data validity was checked through source triangulation and methods. The analysis was done by collecting, presenting, reducing, and drawing conclusion. The results of research were shown that de-radicalization in Islamic education faced several obstacles in achieving assessment standard. Nevertheless, Islamic education in curriculum 2013 can foster students’ character of religious, tolerant, democratic, and peace-love. As an effort of preventing, de-radicalization was done early through Islamic education. The practice of de-radicalization was carried out by teachers in a form of introducing and implementing religious values, tolerance, and nationalism in learning process by integrated with syllabus, teaching materials, and lesson plan.

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“…Kurikulum 2013 merupakan wujud dari pengembangan dan penyempurnaan Kurikulum 2006 (KTSP) yang menitikberatkan pada penyempurnaan pola pikir, penguatan proses pembelajaran, penguatan tata kelola kurikulum, penyesuaian beban belajar, dan pendalaman dan perluasan materi agar dapat menjamin kesesuaian antara apa yang diinginkan dengan apa yang dihasilkan. Perubahan mendasar pada kurikulum 2013 adalah kompetensi inti harus disusun seimbang mencakup sikap (spritual dan sosial), pengetahuan dan keterampilan [2] . Oleh sebab itu kurikulum 2013 dirancang dengan karakteristik mengembangkan keseimbangan antara sikap spiritual dan sosial, rasa ingin tahu, kreativitas, kerja sama, kemampuan intelektual dan psikomotorik dimana peserta didik menerapkan apa yang dipelajari di sekolah ke masyarakat dan memanfaatkan masyarakat sebagai sumber belajar untuk mengembangkan sikap, pengetahuan dan keterampilan [3] .…”

Section: Pendahuluanunclassified

Analisis Kompetensi Inti 3 (KI-3) Kurikulum 2013 pada Kelas XI SMA Berdasarkan Taksonomi Bloom Revisi

Khoirunnisah

Yusmaita

2019

Edukimia

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The 2013 curriculum is the latest curriculum used as a guideline for organizing learning activities to achieve educational goals. The fundamental change in the 2013 curriculum is that core competencies must be arranged in a balanced manner covering attitudes (spiritual and social), knowledge and skills. The purpose of this study is to describe the formula of KI-3 outlined based on the revised Bloom taxonomy. Taxonomy is used as one of the references in the preparation of KI-3 starting from the cognitive dimension and the lowest dimension of knowledge to the highest or complex level. This type of research is descriptive with a qualitative approach. Data collection techniques used by library research. The data source used is Permendikbud No. 37 of 2018. The formula KI-3 was analyzed based on knowledge activities, types of knowledge, and scientific attitudes. The results of the elaboration of KI-3 class XI SMA obtained 48 components of KI-3. The KI-3 component that has been described is used as a reference for the dimensions of cognitive processes and the dimensions of knowledge that must be achieved by students.

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Dimensi Kecerdasan Majemuk Dalam Kurikulum 2013

Cited by 17 publications

References 0 publications

Visual-Spatial and Intrapersonal Intelligence in Learning of Rampak Kendang Art for Elementary School Students

Visual-Spatial and Intrapersonal Intelligence in Learning of Rampak Kendang Art for Elementary School Students

De-radicalization in the Implementation of Islamic Education Curriculum in SMA Masamba South Sulawesi

Analisis Kompetensi Inti 3 (KI-3) Kurikulum 2013 pada Kelas XI SMA Berdasarkan Taksonomi Bloom Revisi

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