The Influence of Multiple Intelligence Approach on the Physical Education Learning towards for Character Improvement
Notice bibliographique
Résumé
AbstractThis research is aimed to know the influence of the learning methods using the multiple intelligence approach towards the learning outcomes of early childhood students. This research uses the pre-experimental research design using static group comparison. The population was kindergarten children in Pasuruhan, Kediri, Blitar, Malang, Batu, Malang Region, consisted of 36 kindergarten schools, with the samples taken of 240 children from 12 kindergartens. The analysis uses one way ANOVA, with F value is set at the significant level a = 0.05. Results show that learning methods using the multiple intelligence approach significantly influence (F=3.818, pKeywords: physical education, multiple intelligence, kindergarten schools, society develepment, creativity1. IntroductionTeaching is an effort to create a situation and condition to stimulate children to learn. The effort has purpose to make children able to interact actively with the learning sources, teachers, media, and the environment, therefore it enables the potential of the children to appear during the learning process, finally the children can reach high self actualization levels.Physical education (PE) cannot be separated from the National Education System, and it is an integral part of the National Education System. The success of physical education in schools will affect to the success of the National Education System. The physical education has an important role to develop a wholesome human being physically, mentally, socially and morally.Many believes that if someone has high IQ, he or she will be successful in this life. However, in reality this may not be the case. It shows that IQ is not a warranty for someone's success, although IQ has an important role in someone's life, especially in the matter of knowledge development (cognitive). According to Gardner (2003) there are at least eight intelligence domains possessed by human being that can be developed since the early time i.e: (1) music, (2) body kinesthetic, (3) mathematics logic, (4) language, (5) spatial, (6) interpersonal, (7) intrapersonal and (8) naturalistic. Entirely the eight intelligences are called Multiple Intellengences (MI). Every one has these eight intelligences and every day he or she uses it in different combination and portion (Amstrong, 2003). The multiple intelligence theory of Gardner gives us the point of view of the complete student potential, therefore their multiple abilities that are neglected will be apreciated and developed as well.Developing the multiple intelligence can be done early and one way to do it is through the education institution for the early childhood. The National Education System regulation no. 20, 2003 verse 28 about the education for earlychildhood states that early childhood education can be conducted through formal education at kindergarten and Islamic kindergarten, through informal education i.e: play group, Quranic Education classes and the family. This article discusses about physical education held in formal education namely kindergarten or Islamic kindergarten.Early childhood are an important period for ability development. Erikson states that the age of 3-5 years is the golden period whereby the children are sensitive to their environment and absorbs all information around them and less learning stimulation during this age is a disadvantage (Erikson in the Ayahbunda magazine, 2000). That opinion is strengthened by the researches done by various child psychologists. It is explained that the intellectual development of children happens maximally during early age, more or less 50% of the intelligence variabilities happen when they are at the age of four years old (Diknas, 2002). …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».