Implementing a teaching approach based on the multiple intelligence theory in a South African school: A case study

The multiple intelligences approach is one way to find out the characteristics and optimize students' abilities.This study aims to analyze the multiple intelligences approach to learning physics in high school.This type of research is library research using the PRISMA method, which is carried out systematically and follows the research protocol.The data collection technique used in this study uses the PRISMA method to separate data into articles from the last ten years (2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021) on Google Scholar and Crossref.The steps taken include identification, screening, and inclusion.At the identification stage, use the keywords "multiple intelligence approach, physics, multiple intelligence, physics."The first screening stage uses the criteria "Approach to Multiple Intelligences and Physics Learning" as inclusion and exclusion criteria: "does not use multiple intelligences and does not teach physics".In the screening stage, the second used the keyword "SMA" as the inclusion criterion, and the exclusion criterion was "not SMA." From the initial stage, 20 articles were obtained, consisting of 17 scientific articles, one proceeding, and one thesis.An analysis of 20 research articles concluded that the multiple intelligences approach can improve student learning outcomes, critical thinking skills, and problem solving abilities.An effective learning model is used with a multiple intelligences approach, namely the problem based learning (PBL) model.Research on the multiple intelligences approach to physics learning at the high school level over the last ten years has been small and can be used as a basis for further research.

The use of Gardner’s multiple intelligences (MI) theory is touted as one of the ideal ways of teaching students with diverse intelligences. However, there appears to be paucity of research in this area of knowledge. This study, therefore, explored the application of multiple intelligences approach in the teaching of Economics. The study was a quantitative research that adopted the descriptive cross-sectional survey design. In total, 100 senior high school teachers were selected for the study. Data were collected by the use of a 5-point Likert scale questionnaire, ranging from “never” to “very frequently.” Descriptive (mean and standard deviation) and inferential statistics (MANOVA) were used to analyse the data. The study revealed that Economics teachers frequently used interpersonal intelligences in teaching Economics. Additionally, it was found out that there was a statistically significant difference in the application of bodily-kinesthetic intelligence approach in the teaching of Economics based on Economics teachers’ teaching experience. However, the findings of the study showed no statistically significant difference in the Economics teachers’ application of MI approach in the teaching of Economics based on their gender. It was, thus, recommended that Ghana Education Service, Ministry of Education, and Non-Governmental Organisations should organise seminars and conferences for teachers to deepen their understanding of the application of the MI approach in the teaching of Economics. In addition, heads of senior high schools should organise professional development programmes and conferences to enable teachers acquire information on the following domains of MI: logical-mathematical, spatial, bodily-kinesthetic, musical, and naturalistic intelligences.

Common learning practices, which focuses more on academic achievement, diminishes the meaning of learning. Acquiring grades or knowledge only to emphasizes the intellect without addressing other aspects neglect the true potential of human abilities. Humans inherently possess basic potential that can dynamically grow and develop. This concept of basic potential is the basis for considering whether the intellect is the only attribute possessed by humans. Holistic learning is a foundation for learning that fully embraces human complexity: cognitive, social, emotional, and intellectual. This foundation relates to the basic potential that can be developed in students, such as sensory abilities, reasoning, empathy, and conscience. Based on this relationship, it shows that learning can be carried out using a multiple intelligence approach, which states that each person possesses diverse types of intelligence, so learning can be carried out in various ways. The application of multiple intelligence theory is consistent with experiential learning, where students with any intelligence approach can be facilitated through concrete, reflective, conceptual, and active learning. This study aims to formulate a practical framework for holistic learning using a multiple intelligences approach and experiential learning to enhance basic cognitive, intellectual, social, and emotional potential. Using the narrative review method, it was found that integrated learning can develop all dimensions of students, from cognitive to spiritual.

Multiple Intelligences besides perfecting and developing the definition of intelligence, it also enriches learning methods. As we realize that in every human being produces intellectual diversity and different levels of development. Education should be able to develop various potentials that exist in children, one of which is psychosocial competence. The problem that currently occurs is that the competencies possessed by students, especially psychosocial competencies, are experiencing a decline, with the Multiple Intelligences approach it will be easy to develop these aspects. The purpose of this study was to determine the initial psychosocial competencies of SDIT Quantum School Banda Aceh students, the Multiple Intelligences approach that was carried out in developing the Psychosocial competencies of SDIT Quantum School students in Banda Aceh, and the final competencies achieved by students after using the Multiple Intelligences approach at SDIT Quantum School Banda Aceh. This research is a field research using qualitative methods. Data was collected through document review, interviews and documentation, then the data was analyzed through descriptive-qualitative. The results of the study found that the initial competence of SDIT Quantum School Banda Aceh students in accordance with the qualifications obtained from teachers through a report card review was categorized as good and still needed improvement. After using several approaches such as Brain Evo (Dermatoglyphics Multiple Intelligence Analysis), Talent Focus, Market Day, Family Gathering, Q-RAC (Quantum Ramadhan Activity), D' Survival Camp, Environment Day, Smart Parenting, PHBI (Islamic Holiday Celebration) , Cherity Day (Social Visit), Habit Training and efforts made by SDIT Quantum School to improve the education of students' attitudes, knowledge and skills, the final psychosocial ability of SDIT Quantum School Banda Aceh students has increased from year to year seen from the study of psychosocial aspects of report cards. which is contained in the 8 values of SEMANGAT and aspects of social ability (KI-2) in the 2013 Curriculum, the increase that occurs due to the implementation of the best process, namely Multiple Intelligences which is applied in every program at SDIT Quantum School Banda Aceh.

This qualitative study investigated the experiences of 8 counselors as they introduced multiple intelligences theory and activities into therapy with adult clients. As research on the application of multiple intelligences in the field of education has revealed many positive psychological benefits, this study explores possible therapeutic benefits from incorporating multiple intelligences within therapy. Semistructured interviews, conducted 3 months post multiple intelligences training, were transcribed and analyzed using interpretative phenomenological analysis. The major themes that emerged included perceptions of enhanced therapeutic alliances, more effective professional work, experiences of increased confidence, positive client response to a strength-based approach, positive client responses to a multiple intelligences preference survey, and positive outcomes from the use of music. Implications include the value of further long-term research on the benefits of using a multiple intelligence approach to therapy as an integrating metatheory, and instructing counseling trainees in the routine assessment of client abilities through the use of the multiple intelligences approach. © 2015 American Psychological Association.;

The notion of intelligence is conceptually and practically important for those working in the field of gifted education. In this paper, Gardner's theory of Multiple Intelligence is considered from the perspective of its educational viability, especially in comparison with the more traditional IQ‐based construct of intelligence. Empirical and theoretical support and contradictory findings are discussed, from the literature in cognitive science and gifted education. It is concluded that Multiple Intelligence theory, by virtue of its integrative possibilities and its theoretical breadth, is worthy of further investigation and consideration by gifted educators.

This research is to describe the Implementation of Multiple Intelligences Approach in Early Childhood Learning, which consists of: learning planning, learning implementation, and evaluation of classroom learning in Playgroup and Kindergarten Ananda Mentari Condongcatur, Yogyakarta. This research uses descriptive method with a qualitative approach. The subjects of this study were 1 principal, 2 kindergarten teachers, 1 education staff, 1 toddler teachers. The object of research is the application of Multiple Intelligences in Early Childhood learning. Data collection techniques were carried out using structured interviews, observations, documentation and field notes. The research instrument uses an interactive model that includes data reduction, data presentation and drawing conclusions. The validity of the research data was tested using triangulation techniques and source triangulation. The results of the study show that: (1) Planning of learning programs using the Multiple Intelligences approach uses a curriculum adapted from 4 countries, (2) The implementation of learning activities through the Multiple Intelligences approach is integrated into learning materials compiled in the curriculum break down (curriculum outline) in every week, methods and materials for students use English. (3) Evaluation of learning is carried out using checklists and anecdotes according to the age of child development and the development of multiple intelligences approaches is done by playing roles, singing, telling stories, field trips, involving children directly in making projects, discussions, outbound, Student-Led Conference and so on. Learning that involves all the intelligence of students will have a positive impact on the child's future, and increase children's confidence, so he can say "I can do, I can try. (4) Supporting factors for Learning Multiple Intelligences is collaboration between teachers and parents clubs. (5) The inhibiting factor for Learning Multiple Intelligences is competition with other schools that use local curriculum, narrow playing areas, and it is difficult to find teachers who understand the Multiple Intelligences of children.

In recent times, a noticeable trend has emerged—many undergraduate students are raising concerns about the teaching techniques employed by their lecturers. This highlights the fact that students exhibit varied learning preferences based on their distinct types of intelligence. To address this, the multiple intelligence approach offers a solution to assess students' individual profiles and their favoured teaching styles. Employing multiple intelligence tests becomes a means to categorize student types effectively. Leveraging the Multiple Intelligence (MI) approach, educators can tailor teaching methodologies to align with students' needs. This study employs a qualitative research design, investigating how 70 lecturers perceive the multiple intelligences theory in education. Carefully selected participants from diverse disciplines and experience levels are chosen through purposeful sampling. Thematic analysis of interview data aims to uncover themes and patterns related to lecturers' comprehension, beliefs, attitudes towards multiple intelligences, their integration into teaching practices, and the challenges encountered. Ultimately, the findings promise to offer valuable insights to educators and institutions, facilitating the seamless integration of diverse teaching strategies.

The aim of this research is to investigate the ability of multiple intelligence (MI) of male and female students from primary school. The total sample was 71 students consisting of 35 experimental group students and 36 in the control group in a primary school in Cilegon City, 2016-2017 academic year. In this study, the experimental group consisted of male students using learning with the MI and the control group consisted of female students using learning with the MI approach. Analysis of data obtained from this study, using the Independent Sample t-test and Pearson Product Moment Correlation Coefficient. The findings of this study indicate that there is a statistically significant difference between the ability of MI in the experimental group and the control group, where the average score experimental group is higher. These results can be seen in the average score of MI ability in the experimental group is higher in visual-spatial, music, logical-mathematical, interpersonal and bodily-kinesthetic intelligence. The average score of MI ability in the control group is higher in verbal-linguistic, naturalistic, and intrapersonal. These concluded that the results of the Investigation of Multiple Intelligence (MI) of Primary School Students in the experimental group (male students) were better than the control group (female students).

To meet the demands of our highly technological and globally competitive society, it is becoming increasingly important for all learners in South Africa to obtain skills and knowledge in mathematics. However, South Africa performed the worst of all the countries who participated in the Trends in International Mathematics and Science Study (TIMMS). Education in South Africa is now confronted with the dilemma of how to improve the mathematics performance of learners. One way of dealing with this dilemma is to apply Howard Gardner's Theory of Multiple Intelligences in the classroom. This intervention should contribute positively to the South African Government's Foundation for Learning Campaign. This article suggests specific ways in which teachers can incorporate the different intelligences in their teaching and learning activities in the mathematics classroom. Recommendations are made for the application of the Multiple Intelligences Theory in the mathematics classroom, and topics for future research are suggested.

The purpose of this paper is to illustrate how Howard Gardner's theory of Multiple Intelligences may be applied in mathematics classrooms in the context of an origami project. The paper discusses an origami project and the mathematics behind the project. The paper finally uses the origami project to discuss how Howard Gardner's theory of Multiple Intelligences and idea of entry points can be applied in mathematics classrooms to help students understand and appreciate mathematics [H. Gardner, Multiple Intelligences: New Horizons, Basic Books, New York, 2006].

Character education is a grand issue which has been endeavored in various ways through education, so it is truly realized for the noble ideals of the Indonesian people. But what is happening right now in our education is the moral degradation of the children national character, so education has the task at the forefront to overcome this. Various methods have been conceived by experts and implemented one by one by the individual education, one of the latest methods and considered as an effective method by various education experts is through multiple intelligences approach. However, there are not many education implementers understand the concept, one of the institutions that dared to start implementing the concept is Markaz Arabiyah Pare Kediri, so researcher formulates a problem formulation of how the concept of learning based on multiple intelligences in Markaz Arabiyah and how the character education is implemented through the concept of learning. Markaz Arabiyah is the only institution in Pare Kediri that applies the theory of multiple intelligences starting from the process of accepting participants to the learning process, then from that process can also implement character education at the institution.

This article aims to analyze the intelligence of Ava in Ziggy's novel Di Tanah Lada using Howard Gardner's theory of multiple intelligences with a descriptive qualitative method. This study uses reading, listening, and note-taking techniques. The results of this study indicate that Ava has linguistic, logical or mathematical, visual or spatial, musical, interpersonal, and intrapersonal intelligence. The results of this study contribute to a better understanding of the characteristics of human intelligence and the development of Howard Gardner's theory of multiple intelligences in the field of literature

Based on the theory of multiple intelligences, this paper discusses the methods and strategies for the evaluation and improvement of college dance courses. Firstly, this paper introduces the concept and development of multiple intelligence theory and emphasizes its complement and perfection to traditional intelligence theory. Then, it analyzes the problems and shortcomings of current college dance courses, including overemphasis on skill training and single evaluation criteria. Then, it puts forward the curriculum evaluation index based on the theory of multiple intelligences, including the evaluation of students’ multiple intelligences development and the evaluation of curriculum design and teaching methods. At the same time, curriculum evaluation tools and methods are discussed, such as questionnaire survey, observation record, learning achievement display and student self-rating. In the aspect of curriculum improvement and perfection strategy, it emphasizes the application of multiple intelligence theory, interdisciplinary integration and the introduction of scientific and technological means. In terms of curriculum implementation and effect evaluation, the importance of students’ comprehensive intelligent evaluation and students’ feedback is emphasized. Finally, the paper summarizes the practical value of the evaluation and improvement of college dance courses based on the theory of multiple intelligences and looks forward to the future research direction and prospects.

Multiple intelligences (MI) theory (Gardner, 1983), a pluralistic conception of intelligence, has been adopted by educators in a variety of ways to improve teaching and learning. Some adaptations have included exploring learning styles, designing lesson plans, developing integrated curricula, and adopting authentic forms of assessment. In this case study, a high school science teacher, Jade (a pseudonym), explored MI theory and used it as a conceptual framework to make decisions about how to structure her Grade 9 science curriculum. In studying the case, a variety of data sources and methods were used, including audiotaped planning meetings and interviews, classroom observations, teacher‐generated concept maps, and reflective journals. This article describes Jade's initial explorations of the theory, how she incorporated the theory into her daily teaching, and the outcomes of the study for Jade and her students. In addition, tensions and challenges experienced by Jade in applying the theory to pr...