The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

Pratiwi, W N; Rochintaniawati, Diana; Agustin, Rika Rafikah

doi:10.1088/1742-6596/1013/1/012075

Cited by 11 publications

(10 citation statements)

References 3 publications

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“…Concluded that there was an influence of strategies/models of learning with multiple intelligence in science learning, while (Pratiwi, Rochintaniawati, and Agustin, 2018) state that managing multiple intelligences can affect learning outcomes. The evidenced by students have high spatial intelligence have higher learning outcomes compared to students have low spatial intelligence.…”

Section: "Teaching Strategies Based On Multiple Intelligences Theory Among Science and Mathematics Secondary School Teachers"mentioning

confidence: 99%

The Effect of Learning Models and Spatial Intelligences to Biology Learning Outcomes by Controlling the Initial Knowledge

Sirih¹,

Ibrahim²,

Priyono³

2019

IJLTER

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This research proposes to define the influence of learning designs and spatial intelligence on biology learning outcomes by controlling initial knowledge. This study was conducted at Senior High School 4 Kendari from September to December 2017. This study applies a quasi-experimental study by level 2x2. The study sample consisted of 372 students randomly selected. The data were analysed using ANCOVA and a further test with using the T-Ancova test at the 0.05 significance level. The consequences of the study indicate that: (1) Biology student learning outcomes that learned with project-based learning model are more significant than the pupils that learned with the discovery model; (2) There is an influence of the synergy among learning models and spatial intelligence on biology learning outcomes, (3) Biology learning outcomes of students with high spatial intelligence taught by project-based learning models more elevated than the students learned the discovery learning models, and (4) There are no differences in biology student learning outcomes with low spatial intelligence that learned with project-based learning model by discovery learning after controlling for initial knowledge.

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Section: "Teaching Strategies Based On Multiple Intelligences Theory Among Science and Mathematics Secondary School Teachers"mentioning

confidence: 99%

The Effect of Learning Models and Spatial Intelligences to Biology Learning Outcomes by Controlling the Initial Knowledge

Sirih¹,

Ibrahim²,

Priyono³

2019

IJLTER

View full text Add to dashboard Cite

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“…Based on the different test the average test results before (pre-test) outdoor learning activities amounted to 49.64, and the results of the test after (post-test) of 74.80 showed that outdoor learning activities were higher and had increased. It is because visual-spatial intelligence, students provided with mind mapping projects, demonstrations, card games and crosswords, so students are required to think and construct their knowledge into an organized pattern (Pratiwi et al, 2018).…”

Section: Figure 1 Improving Graph Of Spatial Intelligence In Test Rementioning

confidence: 99%

The Effectiveness of Outdoor Learning in Improving Spatial Intelligence

Amaluddin

Rahmat

Surdin

et al. 2019

Journal for the Education of Gifted Young Scientists

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Spatial intelligence is essential for geography education students for identifying geosphere phenomena. The aim of research to measure spatial intelligence and the effectiveness of the application of outdoor learning in geography education students. It used a pre-experimental study with a pretest-posttest one group design. The form of field learning activities in the form of camps and a series of practical activities. Before the student activity will present a pre-test which has the same weight as the final test given the end of the activity. Data collection techniques use tests, as well as observations for conformity between design and action. Spatial intelligence test instruments will test for validity, reliability and different. The test format is designed using geographic spatial intelligence references. Data analysis through homogeneity, normality and hypothesis testing using the t-test. Hypothesis testing results show that H0 is rejected and H1 is accepted, which is indicated by the results of tcount=1.7108> ttable 0.492 with a significance level of 5%. This research concludes that outdoor learning models can improve students' spatial intelligence and can increase their intelligence specifically in geography learning.

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“…Good concept mastery is also influenced by authentic assessment learning models. It approaches through project-based learning (Andanawarih, Diana and Amprasto 2019), STEAM (Wandari, Wijaya and Agustin 2018), multiple intelligence-based learning (Pratiwi, Rochintaniawati and Agustin 2018), and Brain-Based Learning (Sani, Rochintaniawati and Winarno 2019). In this study, the authors conducted research using a challenge-based learning (CBL) model to investigate the improvement of students' physics concept mastery.…”

Section: Introductionmentioning

confidence: 99%

The Rasch Analysis of Students’ Characteristics in Physics Concept Understanding Improvement through Challenge-Based Learning

Bohori

Liliawati

Suwarma

et al. 2022

jpppf

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Concept mastery is one of the main goals in the learning process. This study aimed to analyze the improvement of students’ physics concept mastery by implementing challenge-based learning with Edmodo-assisted learning. This study used mixed methods with an embedded experimental model research design. The research sample was 10th-grade students in a public vocational school’s food crops and horticulture agribusiness program. Data analysis employed the Rasch model with the help of ministeps software version 4.1.1. The results of this study indicate a significant increase in students’ conceptual mastery of +3.44 logit. The average logit value of students’ abilities is higher than the average logit value of the item difficulty level. Students’ physics concept mastery can be improved through the challenge-based learning model assisted by Edmodo.

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The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

Cited by 11 publications

References 3 publications

The Effect of Learning Models and Spatial Intelligences to Biology Learning Outcomes by Controlling the Initial Knowledge

The Effect of Learning Models and Spatial Intelligences to Biology Learning Outcomes by Controlling the Initial Knowledge

The Effectiveness of Outdoor Learning in Improving Spatial Intelligence

The Rasch Analysis of Students’ Characteristics in Physics Concept Understanding Improvement through Challenge-Based Learning

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