Email the author 
.png)
.png)
Conceptual Level on Electricity in Logical-Mathematical and Naturalist Intelligence of Elementary School Students
Abstract
Abstract. For a teacher who teaches science concepts to a group of students, they ought to investigate the level of understanding from various background, including one of the differences in the dominant multiple intelligences (MI) possessed by students. This level of understanding can be identified from the ability of students to understand concepts in a series of learning phases through tests of understanding the initial concepts and final concepts of a topic of teaching material. This study aims to map the level of conceptual change in electricity based on two types of elementary school students' MI, namely logical-mathematical intelligence and naturalist intelligence through a problem-based learning model with a scientific approach and experimental methods. The research findings show that 1) the profile of students' multiple intelligence levels in the logical-mathematical type of intelligence has a relatively similar trend pattern with naturalist intelligence in the subjects studied and in the learning process about electricity; 2) students are distributed at the level of understanding based on their conceptual change from initial understanding to final understanding in almost all categories, with the largest percentage (47.83%) of students being at the level of revising with 4 different variants, and 4.35% of students being at the level of complete their knowledge; and 3) students' understanding of the concept of electricity is randomly distributed at all conceptual levels, both on the type of logical-mathematical multiple intelligence and on the type of naturalist intelligence.
Keywords
Full Text:
PDFReferences
Akpan, B., & Kennedy, T. J. (Eds.). (2020). Science Education in Theory and Practice: An Introductory Guide to Learning Theory. Springer Nature.
Almeida, L. S., Prieto, M. D., Ferreira, A., Ferrando, M., Ferrandiz, C., Bermejo, R., & Hernández, D. (2011). Structural invariance of multiple intelligences, based on the level of execution. Psicothema, 23(4), 832-838.
Andayani, Y., Hadisaputra, S., & Hasnawati, H. (2018). Analysis of the level of conceptual understanding. In Journal of Physics: Conference Series (Vol. 1095, No. 1, p. 012045). IOP Publishing. Doi:10.1088/1742-6596/1095/1/012045
Armstrong, A. (2009) Multiple Intelligences in The Classroom. 3rd Edition.Virgin, USA: ASCD.
Bellanca, J. (2011). 200+ Strategi dan Proyek Pembelajaran Aktif untuk Melibatkan Kecerdasan Siswa. Edisi kedua. Jakarta: PT Indeks.
Creswell, J. W. (2015). Educational research: Planning, conducting and evaluating quantitative and qualitative research. (Terjemahan). 5th. Yogyakarta: Pustaka Pelajar.
Fuadi, F. N. (2020). Students’ Conceptual Changes on the Air Pressure Learning Using Predict-Observe-Explain Strategy. Mimbar Sekolah Dasar, Vol. 7(1) 2020, 66-81. DOI: 10.17509/ mimbar-sd.v7i1.22457.
González-Treviño, I. M., Núñez-Rocha, G. M., Valencia-Hernández, J. M., & Arrona-Palacios, A. (2020). Assessment of multiple intelligences in elementary school students in Mexico: An exploratory study. Heliyon, 6(4), e03777.
Hamid, R. (2016). Model Mental Siswa Sekolah Dasar Tentang Listrik Statis. Jurnal Pengajaran MIPA. DOI: https://doi.org/10.18269/jpmipa.v21i1.36251
Hamid, R. (2020). Katalisme dalam Pembelajaran Sains: Optimalisasi Peran Guru sebagai Katalisator Pembelajaran. Nas Media Pustaka.
Hashemi, N., Abu, M. S., Kashefi, H., & Rahimi, K. (2014). Undergraduate students’ difficulties in conceptual understanding of derivation. Procedia-Social and Behavioral Sciences, 143, 358-366. doi: 10.1016/j.sbspro.2014.07.495
Hoerr, T. R. (2000). Becoming a multiple intelligences school . Alexandria. ASCD.
Huang, H. M. E., & Witz, K. G. (2011). Developing children's conceptual understanding of area measurement: A curriculum and teaching experiment. Learning and instruction, 21(1), 1-13. https://doi.org/10.1016/j.learninstruc.2009.09.002.
Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test… or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26(2), 307-329. Doi: 10.1007/s10648-013-9248-9
Kemdikbud. (2021). Program Sekolah Penggerak. https://sekolah.penggerak.kemdikbud.go.id/wp-content/uploads/2021/02/Paparan-Program-Sekolah-Penggerak.pdf, diakses pada 5 Mei 2021.
Konicek-Moran, R., & Keeley, P. (2015). Teaching for conceptual understanding in science. Arlington: NSTA Press, National Science Teachers Association.
Kristianti, T., Widodo, A., & Suhandono, S. (2019). The Conceptual Change Assessment Based On Essay Questions In Case Study Of DNA/RNA And Intron Topics. Jurnal Penelitian Pendidikan IPA, 4(1), 31-37. https://doi.org/10.26740/jppipa.v4n1.p31-37.
Logsdon, Ann (2021). Logical-Mathematical Learning Style. https://www.verywellfamily.com/mathematical-logical-learners-2162782. Diakses pada 8 Juni 2022.
Maryam, A.S. (2021). “Startegi Pelaksanaan Pembelajaran Berdiferensiasi”. https://ayoguruberbagi.kemdikbud.go.id/artikel/stategi-pelaksanaan-pembelajaran-berdiferensiasi/, diakses pada 12 Mei 2021.
Matthew N. O. Sadiku, Tolulope J. Ashaolu, and Sarhan M. Musa. (2020). Naturalistic Intelligence. International Journal of Scientific Advances. 1(1), DOI:10.51542/ijscia.v1i1.1.
McClellan, J. A., & Conti, G. J. (2008). Identifying the multiple intelligences of your students. Journal of Adult Education, 37(1), 13-32.
Neuman, Y. (2017). Mathematical structures of natural intelligence. New York: Springer.
Nielsen, R. D., Ward, W. H., & Martin, J. H. (2008, May). Learning to Assess Low-Level Conceptual Understanding. In Flairs conference (pp. 427-432).
Preszler, J. (2006). On Target: Strategies That Differentiate Instruction Grades 4 - 12. Black Hills Special Services Cooperative (BHSSC)
Ross, P. A., Tronson, D., & Ritchie, R. A. J. (2006). Modelling photosynthesis to increase conceptual understanding. Journal of Biological Education, 40(2), 84-88. https://doi.org/10.1080/00219266.2006.9656019.
Saricayir, H., Ay, S., Comek, A., Cansiz, G., & Uce, M. (2016). Determining Students' Conceptual Understanding Level of Thermodynamics. Journal of Education and Training Studies, 4(6), 69-79. doi:10.11114/jets.v4i6.1421.
Subban, P. (2006). Differentiated instruction: A research basis. International education journal, 7(7), 935-947.
Susilaningsih, E., Fatimah, S., & Nuswowati, M. (2019). Analysis Of Students’ Conceptual Understanding Assisted By Multirepresentation Teaching Materials in the Enrichment Program. KnE Social Sciences, 85-98. https://doi.org/10.18502/kss.v3i18.4701.
Thambu, N., Prayitno, H. J., & Zakaria, G. A. N. (2021). Incorporating active learning into moral education to develop multiple intelligences: A qualitative approach. Indonesian Journal on Learning and Advanced Education (IJOLAE), 3(1), 17-29. DOI: 10.23917/ijolae.v3i1.10064.
Tomlinson, C.A. (2020). What Is Differentiated Instruction? https://www.readingrockets.org/article/what-differentiated-instruction, diakses pada 5 Mei 2021.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. ASCD.
Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.
Yavich, R., & Rotnitsky, I. (2020). Multiple Intelligences and Success in School Studies. International Journal of Higher Education, 9(6), 107-117. https://doi.org/10.5430/ijhe.v9n6p107.
Yi, H. Y., Sulaiman, T., & Baki, R. (2011). The role of multiple intelligences and creativity in students’ learning style. OIDA International Journal of Sustainable Development, 2(8), 85-94.
DOI: https://doi.org/10.53400/mimbar-sd.v10i2.47658
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Mimbar Sekolah Dasar
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
View Mimbar Sekolah Dasar Stats