Effect of Instructional Models and Interpersonal Intelligence on the Social Studies Learning Outcomes

Abstract

in the fourth semester are the population of this study. This research is quasi-experiment with treatment by level. Classes were chosen randomly with 38 students in both controlling and experiment class. As much as 22 students with high and low interpersonal intelligence from both classes are the sample of this research. While the data of learning outcome are gained by multiple choice test, interpersonal intelligence data are taken by questionnaire. The data are then analyzed by ANOVA and Tukey test. The results show that there are differences in student learning outcomes between those taught with reciprocal instruction models and direct instruction models. There is an interaction between instruction models and interpersonal intelligence. The Tukey test results show that reciprocal instruction models have a better effect on students who have high interpersonal intelligence. However, the direct instruction model has a better effect on students who have low interpersonal intelligence.

Contribution of Neuroeducation in the Degree in Physiotherapy of the American University of Puebla, Mexico

“…Neuroeducation strategies have a positive contribution to achieve a more complete education, this because it is not only involved in learning within a classroom, but is also surrounded by elements of the social, personal and even cultural sphere. This transdisciplinary discipline allows us to visualize different educational models with the aim of properly occupying the main recipient organ, the brain (Abas et al, 2019). The purpose is to achieve productive elements for the learning process, which allows us a more appropriate educational strategy, and then transform it as an innovative tool from neuroscience.…”

Model Bermain Konstruktif untuk Meningkatkan Kecerdasan Interpersonal Anak TK

“…Kecerdasan Interpersonal adalah keahlian dalam mengidentifikasi perilaku, sikap, motivasi dan merespon kemauan orang lain. Serta, kemampuan interpersonal memiliki fungsi untuk merespon perbedaan-perbedaan yang mencakup dimensi sensitivitas sosial, sosial kognitif, dan komunikasi sosial juga sangat diperlukan dalam mendukung kecerdasan interpersonal Abas et al (2019). Sensitivitas sosial adalah kemampuan individu untuk berinteraksi dengan orang lain van Hoorn et al, (2018), Sosial kognitif ditentukan berdasarkan kondisi dimana setiap elemen sosial merasakan kepercayaan diri (Tariq et al, 2019), dan komunikasi sosial sangat penting dalam interaksi sosial dalam berbagi informasi, pikiran maupun ide dengan orang lain (Fuller & Kaiser, 2020).…”

Mathematical Communication Skills in Solving Limit and Continuity Problems: Reviewed from Intra-and-Interpersonal Intelligence

“…In this case, interpersonal intelligence is needed to achieve all these skills [17]. Some characteristics of students who have interpersonal intelligence, include being able to build and create new social relationships with others effectively, easily empathize with other people's conditions, maintain social relationships with others effectively, can communicate with others both verbally and non-verbally, mastering communication skills such as listening, speaking, and writing effectively, can solve problems or problems that occur in social relationships with other people [18]. While the characteristics of students with intrapersonal intelligence levels recognize their strengths, weaknesses, limitations, emotional intelligence or moods, desires, motivations, intentions, and goals, as well as selfrespect and self-control, are independent, prefer to learn in their way, and tend to be passive in speaking [19].…”