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Abstract
This article intends to describe the study that has been conducted on the implementation of
Multiple Intelligences theory in science classroom to show that multiple intelligences are
really existed. The study was conducted in senior high schools in Banjarmasin by applying
quasi experimental method using pretest-posttest control group design. The development of
students‘ multiple intelligences was measured by using Multiple Intelligences (MI) test, while
students' understanding of science concepts was evaluated by achievement test. The
differences of students‘ multiple intelligences between control and experimental group was
analyzed by Wilcoxon Sign Rank test. The differences of students’ achievement on chemistry
was tested by using the independent t-test. The results showed that significantly, integration
of MI theory in a relatively simple cooperative learning model such as Think Pair Share (TPS)
and Number Head Together (NHT) is able to develop students’ multiple intelligences. Types
of growing intelligence varies from interpersonal intelligence, visual spatial, intrapersonal to
linguistic intelligences. Not only multiple intelligences, students’ understanding of science
concepts develops as well. The development of various types of students‘ intelligence shows
that the intelligence of human beings is not only limited to mathematical logic and linguistics,
but much more complex. Based on these results it can be concluded that practically,
integration MI theory in simple cooperative learning models is able to increase the
effectiveness of those models. Theoretically, development of some types of multiple
intelligences after implementing MI theory not only proofs that multiple intelligences are
really exist, but also change paradigm of intelligences from single intelligence to multiple
intelligences.
Keywords: intelligences, multiple intelligences, students' understanding of science concepts. |
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