Multiple Intelligences In The Classroom

Abstract

Based on Gardner's multiple intelligence theory, each student has the unique and distinctive intelligences that make him/her are different one from another. Students will learn more easily if learning activities are in accordance with their respective intelligence. This study aims to develop the chemistry learning devices which are valid, practical and effective for improving students’ multiple intelligence on Hydrocarbon material using collaborative strategy based on multiple intelligences. This study is a Research & Developmental research (R & D) using 4-D model. The subjects were 35 students at SMAN 10 Banjarmasin. The data were collected by questionnaires and multiple intelligence tests. The results of the research showed that (1) based on expert and student's readability test, the learning devices are valid, (2) based on the practicality test, consisting of chemistry teacher convenience using the lesson plan, student book and student worksheets as well as the ease of the students follow the learning activities, the learning devices are practical, and (3) the learning devices are effective viewed by the improvement of students' multiple intelligence after learning, especially on linguistic, visual-spatial, and interpersonal intelligence in the classroom. It was found that Collaborative strategy combined with Multiple Intelligence is effective to improve students’ multiple intelligences. Based on the results, it can be concluded that the developed learning devices are valid, practical, and effective to improve students’ multiple intelligences