MULTIPLE INTELLIGENCES AND WORK STYLES

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.

Recognizing and nurturing all the varieties of human intelligences is essential for exploring the talents of students and enabling their identification of multiple intelligences. Studies have suggested that eliciting the maximum potential of intelligences leads to students' success in their academic and future careers. The literature has shown that incorporating active learning into the teaching and learning of moral education to develop multiple intelligences is limited. Accordingly, this study aims to discover the various intelligences that exist among moral education students through the active learning method. Active learning implies that all learners are provided with time and assistance to realize their potential. In this regard, multiple intelligence theory is used as the theoretical framework for defining, understanding, developing, and estimating the various intelligences that students have. The research design for this study is the qualitative method. A total of fourteen students from two schools were chosen as research participants. Data were collected through observation, focus group interviews, and journal entries. These findings reveal that using the active learning method in moral education can develop students’verbal linguistic intelligence, logical–mathematical intelligence, musical intelligence, spatial intelligence, bodily kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, and naturalistic intelligence. Integration and internalization of the eight intelligences into active learning holistically will shape the personality and character of students in social life.

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.

This article explores the practical integration of the theory of multiple intelligences into language education. Firstly, utilizing language input instruction enables the development of students' language proficiencies, including linguistic intelligence, visual-spatial intelligence, and musical intelligence. This is accomplished by using authentic and meaningful language materials, such as newspapers, magazines, videos, and songs, all carefully selected to improve language acquisition. Secondly, language output instruction focuses on developing students' expressive skills in both oral and written forms by actively involving them in communication, presentations, writing tasks, and the expression of opinions. This enables the practical application of their acquired knowledge. Lastly, carefully crafted English classroom activities effectively integrate a variety of intelligences, such as logical-mathematical intelligence, bodily-kinesthetic intelligence, and interpersonal intelligence. By incorporating activities such as group discussions, role-playing exercises, project-based research, and competitive endeavors, students' multiple intelligences are nurtured, while also igniting their passion for learning. The flexible application of the multiple intelligences theory, combined with language input instruction, language output instruction, and the design of English classroom activities, serves to enhance both the effectiveness and appeal of students' language acquisition journey.

Intelligence is not a single ability or a combination of several abilities centered around a single ability, but relatively independent and equal eight intelligences namely verbal-linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and natural observation intelligence. Based on the multiple intelligences model, this paper explores and studies the promotion of learner-centered vocational education teaching and management. This paper analyzes and summarizes the characteristics and manifestations of the eight major intelligences through elaboration, and through cases and analyses such as vocational education and teaching laws and management practice and social perspectives. It elaborates on the scope of application and the use methods of multiple intelligences in vocational education and teaching. The process of teaching and education and student management. The effective use of the theory of multiple intelligences can stimulate more students' potential, so that every student can realize their strengths and their confidence. Through scientific means, these intelligences in students are discovered, and a good cultivation environment and a sound education mechanism are created. So that the concepts of teachers and teachers be transformed, and the abilities of students can be promoted and stimulated. So as to, it more effectively promotes vocational education and teaching management centered on learners to explore and achieve.

The COVID-19 pandemic directly impacts workers, which causes them to experience layoffs (PHK). So there is a need for a solution to the impact of the COVID-19 Pandemic for workers who have been laid off. This article aims to analyze the views of labour law on layoffs due to the direct effects of the COVID-19 pandemic. The method used is descriptive analysis with a normative juridical approach. This article concludes that educational institutions are needed to empower workers affected by layoffs due to the impact of COVID-19, considering that educational institutions have a significant contribution during or after the COVID-19 pandemic. Strategies that are planned to achieve the goals of these educational institutions will be achieved if the system that is intended to achieve these goals are not due to an accident but by plan is accompanied by good planning, control, design and executive education to be able to produce competitive graduates apart from being relevant in the job market. Creating their job opportunities, ready-to-use, ready-to-sell, ready-to-use and independent graduates, a life skill-based education system, which equips the skills to be willing, dare to face life and life problems during or after the COVID-19 pandemic. Fair without feeling depressed even proactively, creatively, innovatively looking for and finding solutions so that they can face problems during or after the COVID-19 pandemic. The concept of life skills in question is life skills that are broader than just skills for work or not just manual skills but self-awareness skills, personal skills, thinking skills. Rational (thinking skills), social skills, academic skills, vocational skills can explore 8 (eight) intelligence: Linguistic intelligence, Logical-mathematical intelligence, Intelligence, Bodily-kinesthetic intelligence, Musical intelligence, Interpersonal intelligence, Intrapersonal intelligence, Natural intelligence. With competencies in the form of 8 (eight) intelligence as described above, workers who have been laid off due to the impact of the COVID-19 pandemic have the potential to earn a decent income, which is one of the main assets in Indonesia's economic development.

This article discusses an innovative teaching model that integrates the theory of multiple intelligences into music education, including the design of teaching strategies and evaluation frameworks. Using fuzzy theory and credibility mechanism, the article proposes a fuzzy comprehensive evaluation model for assessing the quality of music teaching. The model realizes thorough evaluation by determining the evaluation set and the single-factor judging method. The study takes two classes of music majors as an example to conduct the factor analysis of the Students’ Music Performance Rating Scale and finds four main factors with a cumulative contribution rate of 33.36%. The results showed that the experimental group applying the Multiple Intelligences teaching strategy was significantly higher than the control group in music performance. The post-test after one year teaching experiment showed that the students in the experimental class showed highly significant improvement in bodily-kinesthetic intelligence, musical intelligence, and self-cognitive intelligence (P<0.01), as well as linguistic, spatial, and interpersonal intelligences (0.01<P<0.05). In contrast, logical-mathematical intelligences did not show any significant improvement (P>0.05). The study confirms the practical application of multiple intelligences theory in music education, shows the considerable effect of numerous intelligences teaching strategies in enhancing students’ intelligence, and provides new methods and perspectives for music teaching.

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).

In the process of researching innovative methods of music teaching, this paper takes the theory of multiple intelligences as the theoretical support of AI-assisted teaching methods to assist music teaching design ideas. The multiple intelligence theory is used to propose an auxiliary Q&A system for music education. After conducting basic theoretical research on the seven dimensions of the multiple intelligence theory, the preliminary design of the auxiliary Q&A method for music education is carried out, and finally, an auxiliary Q&A system for music teaching is proposed, which mainly consists of four major modules, namely, question-answering, question-retrieval, question-browsing, and backstage management. Through empirical testing, this paper concludes that in the post-test comparison experiment of the intelligence of students in the experimental class and the control class, the experimental class students’ bodily-kinesthetic intelligence and musical intelligence, etc., have been significantly improved (P<0.01).

This research is aimed to empower the logical mathematical intelligence of the inclusive group of the 4-6 years old children by implementing the neourosensory instructional approach through holistic integrative instructional process The mix method research, which is carried out by action research is applied in order to do this study. Rooting in the mix method research. there are two targets to achieve in applying the research method, they are (1) quantitative method is aimed to get to know the improvement of logical mathematical intellligence, and (2) qualitative method is apllied in order to know the implementation of the neurosensory instructional approach through holistic integrative instructional process to improve the logical mathematical intelligence. Therefore, the research is started by measuring the actual abilities of the logical mathematical intelligence of the children by using valid and realiable formal multiple intelligences assessment instruments for the 4-6 years old children, especially, in the part of the logical mathematical intelligence.. The research is ended by measuring the improvement of the logical mathematical intelligence of the children after participating the neurosensory instructional approach. Purposive sampling is apllied in choosing 15 research sample which involves 12 normal children and 3 special need children. The study reveals that the inclusive group of the 4-6 years old children’s logical mathematical intelligence are improved from under average up to above excellent after participating the neurosensory instructional approch.

The notion of “multiple intelligences” (MI) was established by Howard Gardner, a psychologist from the United States, during the latter part of the 1970s and the early part of the 1980s. Gardner introduced the concept of MI in his 1983 publication titled Frames of Mind: The Theory of Multiple Intelligences, positing that individuals possess unique cognitive abilities across eight discrete domains. As per the theory, there exist nine discrete categories of intelligence, such as logical-mathematical, visual-spatial, musical-rhythmic, verbal-linguistic, bodily-kinesthetic, intrapersonal, interpersonal, existential, and naturalistic. Individuals construct their distinct cognitive frameworks by engaging in activities that are highly valued within their respective cultural contexts. The present article furnishes a comprehensive outline of the rationales and plausible scenarios for deliberating MI theory with pre-service educators during their teacher training. This study examines the significance of Universal Design for Learning (UDL) and comparable models in the context of teacher training, taking into account the distinctions between the semantic theoretical foundations of intelligence in Multiple Intelligences (MI) theory and learning styles theory.

Our understanding of how people learn is continually changing. Howard Gardner’s Theory of Multiple Intelligences revolutionized the field education, because it accounts for a broader range of human potential in children and adults and suggests that individuals learn in a multitude of ways. Gardner’s theory suggests there are a variety of possibilities to facilitate learning. People with heightened verbal, linguistic skills are often referred to as word smart. Verbal, linguistic students learn best through the comprehension of language which includes speaking, writing, reading, and listening. Students with verbal linguistic intelligences can easily access information through worldwide databases and computer networks. Any subject content can be enhanced, enriched, and updated from a variety of easily accessed sources which allow students to master the use of technology to access and share information. Students with logical mathematical intelligence are individuals who are number smart and have innate skills which involve logical, problem solving abilities, creative and manipulative skills, and are adept visual learners. Educators can enhance logical-mathematical intelligence through challenging and innovative multimedia technology. With innovative multimedia technology, students learn at all levels and effectively gain knowledge through a variety of different software programs that offer immediate feedback. Learners with visual-spatial intelligence are aesthetically oriented and may have a greater capacity for learning certain sciences like anatomy or topology. They are skillful when it comes to visualization and memory, but may be challenged with auditory memory. Learning for visual-spatial students takes place all at once, with large chunks of information grasped in intuitive leaps. Many people have an innate kinesthetic ability, as well as a natural sense of how their body should react in physical situations. Students with bodily-Kinesthetic intelligence learn best through tactile learning experiences. Bodily-kinesthetic proficiency can be enhanced for students through the use of the whole body to express ideas and feelings. Gardner proposed that musical intelligence almost parallels linguistic intelligence. The person with interpersonal is able to collaborate, understand and work effectively with others. They are aware of their interactions with others and usually take notice of and react to the feelings of others. The interpersonal learner learns best in group situations and structured class settings. Learners with intrapersonal intelligence have accurate self-understanding and are skilled in problem-solving. There is a multitude of different ways to integrate technology into our classrooms and all should focus on learning theory and educational practices. The use of technology should not occur without thinking about how people learn best. To actively engage diverse learners in higher education, the instructor should have a good understanding of the overall nature and purpose of the group, as well as the ability to interact well within the learner’s unique world. The instructor must also be able to structure learning activities to meet their learning needs. The use of Howard Gardner’s Theory of Multiple Intelligences, coupled with an understanding of how effective technology can enhance the learning community, can meet the diverse learning needs of all students.

The aim of this paper is to describe the research results on multiple intelligences in mathematics learning, using a descriptive approach. It also ascertains the influence of various learning models on mathematics learning outcomes based on students’ multiple intelligences. Student Teams-Achievement Divisions (STAD) and Team Games Tournament (TGT) learning models improved learning outcomes for students possessing logical-mathematical, kinesthetic, and interpersonal intelligences. Furthermore, Group Investigation (GI) and Numbered Head Together (NHT) learning models improved student learning outcomes with logical-mathematical intelligence. Two Stay Two Stray (TSTS) learning model with peer tutors improved student learning outcomes with linguistic, logical-mathematical, and interpersonal intelligences. Team Assisted Individualization (TAI) and Jigsaw learning improved student learning outcomes with linguistic intelligence. Also, TSTS and NHT learning models improved student learning outcomes with logical-mathematical, and interpersonal intelligences. Keywords: compound intelligence, learning model, mathematics

Introduction: Nowadays the incorporation and validation of learning styles and multiple intelligences enable teachers to obtain positive results in academic performance. This new approach has allowed to appreciate personal differences in dental students and strengthen their underdeveloped aspects, improving teaching and learning skills. Objective: To compare learning styles and multiple intelligences in a sample of Mexican dental students in their first and tenth semester. Materials and Methods: A cross-sectional study using questionnaires on learning styles (Honey-Alonso) and Gardner’s multiple intelligences was performed. The study was applied to 123 students in their first semester and 157 in their tenth semester at the School of Dentistry at Universidad de Nuevo Leon, evaluating differences between age and sex. Results: Logical-mathematical intelligence (p=0.044) and kinesthetic-corporal intelligence (p=0.042) showed significant differences between students of both semesters, with intrapersonal and interpersonal intelligences being more prevalent. Within learning styles, the prevalent were Reflexive and Theorist, showing a significant difference between semesters (p=0.005). Conclusion: The most prevalent learning styles in both groups were Reflexive and Theorist, with no difference between both sexes. The most prevalent types of multiple intelligences in both sexes and groups were interpersonal and intrapersonal.

Teaching Accounting to Learners with Diverse Intelligence