The Relationship between Multiple Intelligences with Preferred Science Teaching and Science Process Skills

Samsudin, Mohd Ali; Haniza, Noor Hasyimah; Abdul-Talib, Corrienna; Ibrahim, Hayani Marlia Mhd

doi:10.11591/edulearn.v9i1.1118

Cited by 14 publications

(15 citation statements)

References 15 publications

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“…This is similar with Sulistiyono (2013), which stated that intelligences that contributes to psychomotor aspects were verbal linguistic intelligence was 41,624%, kinesthetic intelligence was 27,516% [20]. Samsudin, et al also stated that there was a correlation between kinesthetic intelligence and science process skills [19].…”

Section: Resultssupporting

confidence: 78%

“…Samsudin, et al concluded that there was a correlation between kinesthetic, logical-mathematical, visual-spatial intelligence and naturalistic intelligence with selected science learning. In addition there is a correlation between kinesthetic and visual-spatial intelligence with science process skills [19]. Furthermore, Tampubolon et al, found that the intelligences were most contributed on cognitive learning outcomes were logical mathematical intelligence was 12,3%, verbal-linguistic intelligence was 4,7% and naturalist intelligence was 4,3%.…”

Section: Introductionmentioning

confidence: 99%

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The Contribution of Multiple Intelligences Aspects on Science Process Skills of High School Students in Ecology Topic

Sudibyo¹

2019

Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)

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This research was conducted to determine the contribution of multiple intelligences aspects on science process skills of Senior High School student's in ecology. This research is a descriptive research. The population in this study were the first grade students of Senior High School in Medan in academic year 2017/2018 which consist of 4.228 students in rotal. The sample in this study was taken using the Slovin technique, so that consisting of 365 students. To determine of the samples in each school was taken using the Proportionate Stratified Random Sampling technique and to determine who is be the sample for each school was taken using the Simple Random Sampling technique. The research instrument used the multiple intelligences questionnaire, and tests of science process skills in ecology. The contributions of the multiple intelligences aspects on science process skills of high school student's in Medan were obtained by using the stepwise multiple regression analysis. The results showed that the aspects of the multiple intelligences that most contributed on the science process skills of Senior High School student's in Medan were interpersonal intelligence, verbal linguistic verbal intelligence, kinesthetic intelligence, and logical mathematical intelligence with the contributions were 80,4%.

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Section: Resultssupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

The Contribution of Multiple Intelligences Aspects on Science Process Skills of High School Students in Ecology Topic

Sudibyo¹

2019

Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)

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“…It indicated that MI-based learning strategies train students to conduct process skills at each learning activity contributed to this increase. This is supported by research of Schwert (2004), Othman (2013), and Samsudin, Haniza, Talib and Ibrahim. (2015) which found relationship between MI and SPS, so that the application of MI based activities on one hand can influence the improvement of SPS on the other side.…”

Section: Discussionmentioning

confidence: 81%

The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

Winarti

Yuanita

Nur

2019

J. Technol. Sci. Educ.

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The study was aimed to investigate the effectiveness of teaching strategy based on Multiple Intelligences (MI) theory to improve multiple intelligences and science process skills of junior high school students in Indonesia. The study used quasi experimental design and the effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of two schools selected by Stratified Random Sampling. The experimental group (n=63) was taught using the MI strategy while the control group (n=61) was taught using the traditional strategy. This study was conducted in 12 weeks. Data were obtained from multiple intelligences test, science process skills test, and observation sheets. The hypotheses of student multiple intelligences and science process skills were tested using Wilcoxon’s Signed Rank Test and ANOVA test. The results indicated that students who were instructed by using MI strategy improved on four specific types of multiple intelligences namely visual spatial, intrapersonal, kinesthetic, and musical intelligences. However, the interpersonal logic remains unchanged, while the mathematical logic decreases after treatment. Also, these showed an improvement of the science process skills, specifically in the questioning ability.

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“…Besides teaching science with the orientation of certain intelligences, important in science learning, science process skills are also an indicator of how one can master the science subject. Mastery of science process skills is an important way to gain knowledge quoted by Samsudin et al [5]. Taconis, Ferguson-Hessler & Broekkamp in Samsudin et al also say that students need to get acquainted and master the science process skills by conducting scientific investigation and their learning quoted by Samsudin et al [5].…”

Section: Introductionmentioning

confidence: 99%

The Development of Inquiry Science Worksheet to Facilitate the Process Skills

Servitri

Trisnawaty

2018

EduLearn

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This research aimed for developing Inquiry Worksheet to facilitate the process skill. Inquiry Worksheet gave the opportunity for student to make good observations in giving hypothesis, designing the experiment, collecting, analyzing, and inferring the data. To involve the students in Inquiry process is the important point in Science lessons which can help the students to develop Science literacy and give the opportunity to drill their Science process skill. This research used the steps of developing 4P but the fourth step was not used, this analysis used the descriptive qualitative. Based on the validation result showed the Lesson Plan (RPP) and Inquiry Worksheet (LKS) had been developed were in valid category. The implementation of the good Lesson Plan for Evaluation Results was classically achieved. The process skill obtained 100 for the average score. For pretest and posttest, the students obtained 82.85 and 57.14. Learning using the Inquiry worksheet showed good responses by the students. The conclusion of this research was Inquiry Worksheet competent to facilitate the process skills.

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The Relationship between Multiple Intelligences with Preferred Science Teaching and Science Process Skills

Cited by 14 publications

References 15 publications

The Contribution of Multiple Intelligences Aspects on Science Process Skills of High School Students in Ecology Topic

The Contribution of Multiple Intelligences Aspects on Science Process Skills of High School Students in Ecology Topic

The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

The Development of Inquiry Science Worksheet to Facilitate the Process Skills

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