Development and validity of mathematical learning assessment instruments based on multiple intelligence

Multiple intelligences theory offers a framework to understand diverse cognitive abilities beyond traditional IQ. This study aims to explore the multiple intelligences of the main character, James Howard, in George Bamber's radio drama Return to Dust, using Howard Gardner's Multiple Intelligences theory. Employing a qualitative descriptive research design, the study transcribed and classified the character's monologues and dialogues to identify instances of linguistic, mathematic, spatial, kinesthetic, interpersonal, and intrapersonal intelligences. The findings indicate that linguistic and intrapersonal intelligences are the most dominant, each accounting for 25% of the observed intelligences. Spatial and interpersonal intelligences each represent 15%, while mathematic and kinesthetic intelligence accounts for 10%. Naturalistic and musical intelligences were not found in this audio drama. This study shows that the main character uses linguistic intelligence through vivid figurative language, mathematic intelligence through rational thinking, and spatial and kinesthetic intelligence in dealing with physical changes. Interpersonal intelligence is seen from his interactions with other characters, while intrapersonal intelligence is reflected through self-awareness and emotional reflection. This study confirms drama as a medium that depicts diverse cognitive and emotional abilities, expanding the understanding of intelligence in literature

One of the obstacles experienced by teachers in following curriculum changes from KTSP to the 2013 curriculum is the implementation of learning, especially in applying the models specified in the 2013 curriculum. Ability in the use of methods, models, learning media and the ability to follow curriculum developments in order to improve quality education in Indonesia requires a skill and intelligence. The purpose of this study was to improve mathematical linguistic, spatial, and mathematical logical intelligence as well as to find out the obstacles in improving mathematical logical, linguistic, and spatial intelligence in the STKIP NU Indramayu PGSD students. The method used is a mix method with a sequential explanatory strategy. The instruments used were in the form of questions pretest, posttest and interview guidelines. The subject is the STKIP NU Indramayu PGSD student who took the basic science concept course in the fourth semester of the 2017/2018 academic year. The results of this study are an increase in linguistic and spatial intelligence with a high category, while an increase in mathematical logical intelligence has a medium category. Obstacles experienced by students namely 20 students have difficulty in completing calculation questions, 3 students have difficulty in presenting phenomena by visualizing, 4 students have difficulty identifying from experimental results, 4 Mahasisawa has difficulty in drawing conclusions based on research results, 15 students have difficulty analyzing, 18 students difficulty in predicting.

The main purpose of the study was to explore the differences of multiple intelligences on junior high school students with different gender, grade, and students’ types. The study adopted survey research design, and the samples including 341 participants from the seventh and the eighth grade junior high school students in Taiwan. The research instrument used in the study was Chinese Version of Multiple Intelligence Developmental Assessment Scales Form-B. All data was analyzed by applying descriptive statistics, and t-test, one-way analysis of variance. The results of the study were as following:(1) Depending on the average scores of multiple intelligences, seventh grade students got the highest scores on interpersonal intelligence, and got the lowest scores on natural intelligences. Eighth grade students got the highest scores on interpersonal intelligence, and got the lowest scores on bodily-kinesthetic intelligences.(2) General students and special needs students got the highest scores on interpersonal intelligence. However, the former got the lowest scores on natural intelligence, and the latter got the lowest scores on logical-mathematical intelligence. Gifted students got the highest scores on logical-mathematical intelligence, and the lowest scores on bodily-kinesthetic intelligence.(3) Seventh grade students significantly got the higher scores than eighth grade students on spatial, music, bodily-kinesthetic, and natural intelligences.(4) Girls significantly got higher grades than boys on linguistic, spatial, music, interpersonal, and existential intelligences. Boys only got higher grades than girls on logical-mathematical intelligence.Gifted students significantly got higher grades than general students and special needs students on linguistic, logic-mathematics, music, intrapersonal, interpersonal intelligences. Gifted students and general students significantly got higher grades than special needs students on spatial, bodily-kinesthetic, and existential intelligences. There was no difference on natural intelligence among gifted students, general students and special needs students.

為了瞭解跨文化學習學生的智能與偏好，本文嘗試結合Gardner（1983）的智能理論及Jaeger and Liebsch（2004）的文化詮釋，建立一個分析性的途徑。有關德國資源回收環保文化則是課堂研討的議題。本文對47位修習跨文化溝通之大學生進行問卷調查，利用交叉分析得到下列結果：首先，學生優勢智能領域，前三項為：語言文字能力（19.1%）、空間感受能力（16.3%）、未來存在能力（14.9%），合計占50.3%，接近全班二分之一人數。其次，學生在跨文化構面的偏好，前三項為：行為面：具體的規劃或執行（28.4%）、認同面：欣賞的理念或措施（24.8%）、價值面：感覺很重要的地方（22.7%），三項構面合計占75.9%，接近全班四分之三人數。

Types of creativity—Fostering multiple intelligences in design convergence talents

Artificial Intelligence may be it is branch of computing. The computer science engineering is creating intelligent machines and especially intelligent computer programs. AI could also be how of making a computer. A computer-controlled robot or software thinks intelligently. AI is accomplished by studying the way to think human brain. How humans learn, decide, and work while trying to unravel a haul. We also create intelligent machines. It is often developing human activities. Some human activities are reading, listening, each and are going to be covered. Machine learning, deep learning may be a part of this AI. The AI projects have a machine control and remote. Mostly AI is machine learning. Current status will be there from AI. Feature goals in AI. Computing system study that plan to model and applying human brain. It is a branch of computer simulating a intelligent behavior. The machine capacity is intimate human behavior. The intelligence has some types are going to be there, linguistic intelligence, musical intelligence, logical-mathematical intelligence, spatial intelligence, intra-personal intelligence, interpersonal intelligence. The intelligence composed by reasoning, learning, problem solving, perception, linguistic intelligence and so on. Ability to calculate a system, reasoning, perceives a relationships and analogs, learn from experience. Store and retrieve information from memory. Solving a problems and complex ideas to use tongue fluently classifying. Generalize and adapt new situation

The concept of e-learning provides more intensive interaction between lecturers and students, students and students, both in the classroom and outside. E-learning can increase student interest in optimizing the potential of multiple intelligences. Incorporating Multiple Intelligences into e-learning strategies provides a level of flexibility in how students can carry out their learning and provide a collaborative and interactive environment. This study aims to analyze student activity in e-learning based on multiple intelligences. The method used is descriptive qualitative by analyzing student activities in e-learning based on the classification of 8 Multiple Intelligences. The results of this study stated the percentage of students based on multiple intelligences obtained the highest percentage value of 38% Naturalist intelligence, 24% Musical intelligence, 17% Visual Spatial intelligence, Logic mathematical intelligence and Interpersonal intelligence 7%, Kinesthetic intelligence 4%, Intrapersonal intelligence 3%, and Linguistic intelligence 0%. Analysis of e-learning activities obtained the highest frequency by visua-spatial intelligence with a percentage of 82%, dominant naturalist intelligence possessed by students in the class has a percentage of 74%, then intrapersonal intelligence as much as 63%, kinestetic intelligence 53%, interpersonal intelligence 47%, musical intelligence 31%, and logic-mathematic intelligence 29%. Because in this class the dominant type of naturalist intelligence, e-learning is declared suitable to be applied because this intelligence is included in the active category of activities in e-learning.

The science laboratory work remains central to any science curriculum, be it indoor or outdoor in location. Of urgent importance for the successful formation of scientific habits of the mind and scientific investigative skills are the multiple intelligences and attitudes students bring to the laboratory. The current model of intelligence popular among science educators is the Multiple Intelligences Theory by Howard Gardner which articulates nine forms that are evident among learners. The naturalistic and spatial intelligences are the main focus of investigation since professional scientists are found to rely heavily on their spatial and naturalistic abilities when coming up with their discoveries. This study therefore investigated the science intelligences of 171 freshmen students in a university that offers academic programs under the health sciences. Notably, majority of the course experience in any health science program is replete with laboratory work. The spatial and naturalistic intelligences of the health sciences students are therefore examined specifically in its relationship to their confidence in performing laboratory activities. Findings suggest that students with highly developed naturalist and spatial intelligences are more confident when performing their laboratory activities.Keywords: Science education, spatial and natural intelligences, confidence, laboratory work, descriptive correlation, Davao City, Philippines

Mathematics and science education in coastal areas pose unique challenges that require appropriate teaching approaches. Project-Based Learning (PjBL) has emerged as a learning model that can enhance student engagement and the application of concepts in real-world contexts. Therefore, this research aims to conduct a needs analysis for the development of PjBL-based assessment instruments for mathematics and science education students in coastal areas. This needs analysis research was an early stage of development research consisting of stages 1) analysis, 2) design, and 3) development. This descriptive study used a questionnaire technique to collect data in the form of lecturer responses to the PjBL assessment instrument needs. Data analysis was carried out using simple statistics, namely percentages and also qualitatively. Based on the research results, it was found that lecturers still had difficulties in developing PjBL assessments. Difficulties felt by lecturers were difficulties in preparing the PjBL stages, determining descriptions of the assessment rubrics, details of project implementation by off-campus students, conformity of assessments with projects made, determining criteria/aspects and scores. All lecturers agree/strongly agree that the development of assessment instruments in PjBL is carried out for Mathematics Education, Chemistry Education and Biology Education.

Today, video game has become an indispensable entertainment to children, and the theory of Multiple Intelligences is popular in Education, too. But so far, there are no researchers focused their studies on relation between video game and Multiple Intelligences in education. In this study, the researcher explored that students’ change after utilizing video game into the curriculum of Multiple Intelligences. According to the theory of authentic assessment, there were four fifth grade students participated in this study, the researcher tried to investigate the effect of Multiple Intelligences when students played video game. The researcher used hand-held device: Nintendo Dual Screen and puzzle game software: Big Brain Academy for this experiment, and adopted observation and interview for data collection to understand students’ change of Multiple Intelligences. The researcher discovered that he could assess students’ spatial intelligence and logical-mathematical intelligence during the game. At the same time, students also enhanced their spatial intelligence, logical mathematical intelligence, interpersonal intelligence and bodily-kinesthetic intelligence.

Sex differences in parents' estimations of their own and their children's intelligence

This study aims to: 1) describe the multiple intelligences seen in student activities in the third grade 2013 curriculum; and 2) explain the development of multiple intelligences that have not been seen in student activities in the textbooks for class III students of the 2013 curriculum. The research conducted is included in the type of qualitative research. The data collection method used is literature study and discussion with colleagues. The results of the analysis of the thematic book for class III Objects Around Me 2013 curriculum that aspects of multiple intelligences have not been raised or developed as a whole. This can be seen in sub-theme 1 of intelligence that appears more dominant, namely linguistic intelligence and interpersonal intelligence, while intelligence that is not at all raised is naturalist intelligence. In sub-theme 2, visual-spatial intelligence and interpersonal intelligence are dominantly developed, and musical intelligence is not developed at all. Meanwhile, the 3 intelligence sub-themes that often appear are linguistic intelligence and intrapersonal intelligence, besides that musical intelligence has not yet been raised. And sub-theme 4 has visual-spatial intelligence and interpersonal intelligence that are often raised in student activities, the intelligence that is still lacking and has not been raised is musical intelligence. So that the results of the study can be concluded that in general the activities contained in the class III curriculum 2013 textbooks are able to develop eight intelligences.

In order to confine the full array of abilities and talents that people possess, Gardner theorizes that people do not havejust an intellectual capacity, but have many different kinds of intelligence, including intrapersonal, logicalmathematical, naturalistic, body-kinesthetic, musical, interpersonal, spatial-visual, existential and linguistic intelligences. According to Howard Gardner, people who are musically intelligent have good thinking in patterns, rhythms and sounds. Such entities have a strong appreciation for music and often they are good at musical composition and performance. By keeping in view above facts, this study was designed to identity the types of multiple intelligences among young adolescents along with, to assess the effect of various human ecological factors (as stated by Bronfenbrenner) on Multiple Intelligences of secondary level students. To achieve this aim, standardized Multiple Intelligence Assessment Tool developed by Kaur (2006) was implemented on a sample consisting of 200 students from higher secondary schools of both areas of Mahendergarh (Haryana), i.e., rural and urban. Results revealed that fathers' education and occupation, residence of location and relationship with the peers of the young adolescents were observed to be significantly associated with musical intelligence of the respondents. Other variables had no significant association with the musical intelligence of the young adolescent girls.

Many studies have found that males rate their own general, spatial and mathematical intelligence higher than females, and that both males and females rate their fathers' general intelligence higher than that of their mothers'. The present study aimed to investigate self-assessment about multiple intelligences in China. Participants (N = 103) estimated their own and their parents' seven types of intelligences. Male participants rated their logical and spatial intelligences higher than did female participants, and fathers received higher estimates of logical and spatial intelligences than did mothers. The universality of this finding is discussed.

This study examines the relationships among the school intellectual capital,the school innovation management and school competitiveness of the elementary and junior high schools, the brand-molding, and the differences of school competitiveness. The research subjects are the principals, directors, low leader and teachers of th Yilan County junior high and elementary schools. The research results are deducted from the analysis of the findings, the survey of the questionnaires, and the focus group interviews catering to the research purposes and research questions. The analysis results provide suggestions for future researches for the educational administrative institutes, for the junior high and elementary schools , and teachers. Based on previous researches, a research theoretical scaffolding was built with the focus group analysis technique. The questionnaire of the school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools, was used to draw random samples of the 1,006 principals, directors, low leader and teachers of the Yilan County. There were 886 effective questionnaires. The dada was analyzed by the Windows SPSS 18.0 statistics analysis software, analyzing the mean value and standard deviations of the view points of the subjects school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools. Analysis of variance and the Scheffe method were conducted to compare subjects from different school backgrounds and community backgrounds to decide if they have obvious differences upon school competitiveness, school intellectual capital,the school innovation management. Stepwise multiple regression analysis was used in analyzing school intellectual capital,the school innovation management and the school competitiveness. With the analyzed data from the questionnaires along with the researches and the information acquired from the interviews, the following conclusions are formed after comprehensive discussions： 1. Schools intellectual capital, innovation management research for school competitive with the times, the value and applicability. 2. Schools intellectual capital, innovation management and development of the school competitive with theoretical support. 3. Master dissertation domestic capital for innovative business school research and competitive intelligence school, are taking a positive conclusion. 4. The elementary and junior high schools intellectual capital, innovative business schools, schools at all levels are competitive and are performance level. 5. Performance in terms of male educators school intellectual capital, senior and young teachers, principals, and full-time or subject teachers, new schools and a short history of the school educational personnel, representing a higher level of consciousness of other educational personnel. 6. Higher principals than other educational personnel at the school level of perceived innovation management. 7. The degree of intellectual capital, the higher the degree of innovative business schools, their schools more competitive good. 8. Elementary, city (towns and villages) Center Area and mountainous and remote areas, relationship capital, the higher the degree of schools' competitiveness of its high schools. 9. Educators 'Masters and Ph.D.' qualifications, the lower level of consciousness competitiveness. 10. The higher the degree of intellectual capital schools, their school innovation more favorable operating performance. 11. Young and senior education officers perceived a higher degree of innovative business school, rural areas schools, moderate size of the school, the school innovation more favorable operating performance. 12. The elementary and junior high schools intellectual capital of highly positive correlation between the level of competitiveness and schools at all levels. 13. The elementary and junior high schools innovation management of highly positive correlation between the level of competitiveness and schools at all levels. 14. The elementary and junior high schools at all levels of intellectual capital and innovation management schools reached a high positive correlation between the levels. 15. The elementary and junior high schools explanatory power of intellectual capital on highly competitive schools predictive power. 16. The elementary and junior high schools to explain the power of innovative business school is highly competitive predictive power. 17. The elementary and junior high schools to explain the power of intellectual capital is a highly innovative business schools predict. 18. The elementary and junior high schools relational model of intellectual capital, innovation management and competitiveness in school, school innovation management as a mediator. Another study based on the conclusions put forward concrete proposals to enable the competent educational authority, the national primary and secondary schools, teachers and researchers subsequent reference.