The relation of multiple intelligence and teaching style

• Rachmatsyah, T. Herry ^[1]
  1. [1] Universitas Prof. Dr. Moestopo (Beragama)
• Localización: Artseduca, ISSN-e 2254-0709, Nº. 38, 2024, págs. 112-121
• Idioma: inglés
• Enlaces
  • Texto completo
• Resumen

  • Each individual possesses a distinct intelligence that sets them apart from others. Therefore, each pupil have their own distinct aptitude in multiple intelligences (MI). The Multiple Intelligences (MI) are categorised into seven distinct types: Mathematics, Linguistic, Music, Spatial, Kinesthetic, Interpersonal, and Intrapersonal Skills. Each prominent multiple intelligence of a learner is anticipated to ascertain their chosen learning modality. This paper employs four teaching styles: Intuitive Feeling, Intuitive Thinking, Sensing Feeling, and Sensing Thinking. This research seeks to analyse the correlation between a student’s dominant multiple intelligences and their preferred teaching approach. This investigation was conducted using data from 133 high school pupils. The data was analysed using the correspondence analysis approach. The findings indicate a preference for the intuitive thinking teaching style among students with a dominant Linguistic Multiple Intelligence (MI). Students that have a dominant Musical Intelligence (MI) are favoured for a teaching method that emphasises sensing and thinking. Students that have a dominant kinesthetic learning style are more inclined towards an intuitive feeling teaching approach. Students that possess a dominant Interpersonal Intelligence (MI) are chosen above those with a sensing feeling teaching approach.