Multiple Intelligence Research as An Alternative of Learning Design

Abstract

The purpose of this study was to determine the type of intelligence of PGSD students at the University of Muhammadiyah Magelang through the application of Multiple Intelligences Research (MIR), as well as to develop a Multiple Intelligences-based lecture design based on the results of Multiple Intelligences Research (MIR). This research design uses a qualitative approach with a descriptive type. The research method used is a questionnaire and interviews. The research questionnaire is in the form of a Multiple Intelligences Research (MIR) test in which each question item is based on the classification of the theory of Multiple Intelligences. The classification is in the form of 8 theories of intelligence from Howard Gardner, namely, naturalist, interpersonal, intrapersonal, musical, visual, mathematical, linguistic, and kinesthetic. The interview method is used to confirm the results of the Multiple Intelligences Research (MIR) generated from the instruments used. The subject of the research was conducted on PGSD students at the University of Muhammadiyah Magelang. The results of this study, based on the Multiple Intelligences Research (MIR) questionnaire on the subject of PGSD students, showed that there were 3 dominant intelligence tendencies, namely, logical 16%, interpersonal 29%, and naturalist 20%. Lecture design is based on the Multiple Intelligences learning strategy, referring to logical, interpersonal, and naturalist characteristics. Logic refers to the ability to count, measure propositions and hypotheses, as well as number operations. Interpersonal refers to the ability to understand and interact with others effectively. And naturalists, related to the environment and natural sustainability. Through this study, it was concluded that, by designing a lecture based on the type of student intelligence, it could increase the effectiveness and enthusiasm of students in carrying out lectures.

Pengembangan Instrumen Penilaian Menggunakan Google Form Pada Pembelajaran Integratif Pendidikan Agama Islam di SMP IT Qurrata A'yun Batusangkar

“…Analisis Silabus/RPP; Pada tahapan ini, penulis menganalisis KD dan Indikator PAI yang sesuai untuk dituangkan dalam instrumen penilaian menggunakan google form pada pembelajaran integratif Pendidikan Agama Islam. Dari beberapa tahapan yang penulis lakukan pada tahap analisis dapat disimpulkan bahwa semua tahapan tersebut senada dengan penelitian yang dilakukan (Mardiana & Purnanto, 2017)dalam penelitiannya mendapatkan bahwa instrumen penilaian kognitif berbasis google form ini dapat memberikan inovasi terkait dengan sistem penilaian kognitif. Penulis tidak menemukan penelitian yang relevan terkait dengan instrumen penilaian menggunakan google form untuk penilaian afektif dan psikomotor.…”

“…Hal ini senada dengan penelitian yang dilakukan oleh (Mardiana & Purnanto, 2017) yang mana dalam validitas produknya didapatkan hasil validasi oleh ahli media memperoleh rata-rata 3,66 dengan kategori valid yang berarti instrumen penilaian yang tidak menggunakan kertas bisa digunakan dalam proses pembelajaran (Rachmawati & Kurniawati, 2020)…”

Optimizing Google Drive Media For Writing Paperless Office Letter

“…The Google Form template is very easy to understand and use, and is available in many languages. The only requirement to use it is to have a Google account for form processors or creators [6]. The top view of the google form for making cover letters for companies that have been created can be seen in Figure 3 below.…”

The development of ecosystem misconception diagnostic test

“…The novelty of this research is to produce an evaluation instrument that has been linked to material content at a predetermined formal school level which also has a diagnostic function of misconceptions. The developed EMD-Test diagnostic test instrument is considered to be more accurate and efficient in identifying misconceptions because it is presented digitally via google forms and presented in the form of a three-tier test with the number of options at each level that is adjusted to the misconceptions found in the literature [3], [8], [18], [21], [26], [40], [42], [43]. In addition, the items at the second level are also equipped with options for filling in other misconceptions that students have that have not been successfully revealed in the literature.…”