PENGARUH PENDEKATAN MULTIPLE INTELLIGENCES MELALUI MODEL PEMBELAJARAN LANGSUNG TERHADAP SIKAP DAN HASIL BELAJAR KIMIA PESERTA DIDIK DI SMA NEGERI I TELLU LIMPOE

I. K. Safitri, H. Bancong, H. Husain

Abstract

Telah dilakukan penelitian yang bertujuan untuk mengetahui pengaruh pendekatan Multiple Intelligences melalui Model Pembelajaran Langsung (Direct Instruction) terhadap sikap dan hasil belajar Kimia peserta didik serta korelasinya pada kelas XI IPA SMA Negeri I Tellu Limpoe. Penelitian ini merupakan penelitian eksperimen dengan desain Posttest-Only Control Group Design. Hasil analisis statistik deskriptif menunjukkan bahwa sikap dan hasil belajar Kimia peserta didik pada kelas eksperimen lebih baik dibandingkan kelas kontrol. Selanjutnya, hasil analisis statistik inferensial menunjukkan bahwa terdapat pengaruh yang signifikan pendekatan Multiple Intellegences terhadap sikap dan hasil belajar Kimia peserta didik serta memiliki korelasi positif sebesar 0,522 (korelasi sedang).

 


A research has been conducted which aims to determine the effect of Multiple Intelligences approach through Direct Learning Model (Direct Instruction) toward the learners’ attitude and their Chemistry learning outcomes and their correlation to class XI Science SMAN I Tellu Limpoe. This study is an experimental research design with Posttest-Only Control Group Design. The descriptive statistical analysis of the results shows that the learners’ attitudes and chemistry learning outcomes in experimental class were better than the control class. Then, the result of inferential statistical analysis shows that there is a significant influence of Multiple intelligences approach toward the learners’ attitude and their Chemistry learning outcomes and has a positive correlation of 0.522 (moderate correlation).

Keywords

Multiple Intelligences, attitude, learning outcomes

Full Text:

PDF

References

Armstrong, T. 2009. Multiple Intelligences in the Classroom. Virginia USA: ASCD Member Books.

Bas, G., & Beyhan, O. 2010. Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson. International Electronic Journal of Elementary Education, 2 (3): 365–385.

Bowles, T. 2008. Self-rated Estimates of Multiple Intelligences Based on Approaches to Learning. Australian Journal of Educational & Developmental Psychology, 8: 15-26.

Christison, M. A. 1999. Multiple intelligences. “ESL Magazine”, 2 (5): 10-13.

Denig, S, J. 2004. Multiple Intelligences and Learning Styles: Two Complementary Dimensions. Teachers College Record, 106 (1): 96–111.

Ibnian, S. S. K., & Hadban, A. D. 2013. Implications of Multiple Intelligences Theory in ELT Field. International Journal of Humanities and Social Science, 3 (4): 292–297.

Pintrich, P. R. 2002. The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. College of Education, The Ohio State University, 41 (4): 219–225.

Sartika, D. 2010. Penerapan Teori Multiple Intelligences untuk Meningkatkan Hasil Belajar Fisika siswa kelas IX SMP Neg. 1 Tinambung. (Skripsi). Makassar: Jurusan Fisika FMIPA Universitas Negeri Makassar.

Sugiharti, P. 2005. Penerapan Teori Multiple Intelligences dalam Pembelajaran Fisika. Jurnal Pendidikan Penabur, 4 (5): 29-42.

Watson, S. A & Thompson, C. 2001. Learning Styles of Interior Design Students as Assessed by the Gregorc Style Delineator. Journal of Interior Design, 27 (1): 12-19.

Refbacks

  • There are currently no refbacks.