The Influence of Multiple Intelligence Approach on the Physical Education Learning towards for Character Improvement
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".