Pentingnya Pemahaman Calon Guru Sekolah Dasar Tentang Multiple Intellligences Guna Mengoptimalkan Hasil Belajar Siswa

Abstract

This study explores the importance of understanding Multiple Intelligences Theory among prospective elementary school teachers for optimizing student learning outcomes. The background stems from the need for teachers to recognize that each student possesses a unique combination of intelligences, which requires adaptive teaching approaches. The purpose of this research is to describe how prospective teachers understand Multiple Intelligences Theory, how they identify students’ intelligence profiles, and how this understanding influences their instructional decisions. This qualitative descriptive research collected data through semi-structured interviews with prospective elementary school teachers. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The results indicate that participants demonstrate a solid conceptual understanding of Multiple Intelligences and can identify various intelligence types, including linguistic, logical-mathematical, visual-spatial, kinesthetic, interpersonal, intrapersonal, and naturalistic. The findings also reveal that prospective teachers implement Multiple Intelligences Theory through varied learning activities, multimodal teaching strategies, and adaptive lesson planning. Furthermore, understanding Multiple Intelligences increases student engagement, motivation, confidence, and overall learning outcomes. These findings reinforce that Multiple Intelligences literacy is an essential pedagogical competence for future elementary educators. This finding is also important for current teacher education policy because it can encourage the development of a more adaptive curriculum to optimize student learning outcomes.