Multiple Intelligences-based Creative Curriculum: The Best Practice.

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Autor/Urheber	Risky Setiawan*; Djemari Mardapi; Aman; Umum Budi Karyanto
Institution	RU Publications
Titel	Multiple Intelligences-based Creative Curriculum: The Best Practice.
Quelle	In: 2165-8714; doi:10.12973/eu-jer.9.2.611; European Journal of Educational Research , Vol 9, Iss 2, Pp 611-627 (2020)(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.12973/eu-jer.9.2.611
Schlagwörter	model; assessment; curriculum; multiple intelligences; kindergarten; Education
Abstract	The purpose of this research is: 1) to develop the model and produce the assessment of creative curriculum-based learning program multiple intelligences (MI), 2) to know the characteristics and impacts of developed product models. Research using multi-years by method R & D (Research and Development) with two phases; First phase: 1) Preliminary survey stage, 2) definition stage, 3) design phase, 4) trial stage, and 5) development stage; The second phase: 1) the instrument design stage through the Forum Group Discussion, 2) the product trial phase of 100 children in Sleman Regency, 3) wide-scale implementation of 200 children in Yogyakarta Province, 4) the evaluation phase with construct analysis and achievement of research subjects' performance, 5 ) the stage of measuring the effectiveness of the product with user perception. The subject comprises 200 children of early childhood and 20 kindergarten teachers in 10 kindergartens in the Yogyakarta province in Indonesia, by the approach of Reflective Measurement Theory (RMT). The results showed that: 1) the MI-based creative curriculum assessment model was developed to meet valid, reliable and conformity criteria of an empirical data model, 2) The implementation of the assessment model had fulfilled the requirements worthy of using three criteria aspect; 1) The results of the assessment using creative instruments based on multiple intelligences on children get "very good" results, 2) the readiness of the teacher in learning is included in the "good" category; 3) teacher performance appraisal shows the "very good" category, and 4) the benefits of the products developed are in the "very good" category. It was concluded that the developed product had tested empirically and practically so that it was useful in learning in early childhood.
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