The Effect of Learning Models and Multiple Intelligences on Mathematics Achievement

Autor/inn/en	Ndia, La; Solihatin, Etin; Syahrial, Zulfiati
Titel	The Effect of Learning Models and Multiple Intelligences on Mathematics Achievement
Quelle	In: International Journal of Instruction, 13 (2020) 2, S.285-302 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Models; Multiple Intelligences; Mathematics Achievement; Problem Based Learning; Foreign Countries; Direct Instruction; Mathematical Logic; Spatial Ability; Interaction; Teaching Methods; Grade 8; Indonesia + Suchen Sie Ihr Suchwort? Analogiemodell; Intelligenz (Psy); Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problem-based learning; Problemorientiertes Lernen; Ausland; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Mathematical logics; Mathematische Logik; Räumliches Vorstellungsvermögen; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; School year 08; 8. Schuljahr; Schuljahr 08; Indonesien
Abstract	The purpose of this study was to determine the effect of learning models and multiple intelligences on mathematics achievement. It was conducted at SMPN 5 Kendari, Southeast Sulawesi, Indonesia. The research method used a quasi-experimental design. Data on mathematics achievement and multiple intelligences were collected using multiple-choice tests. The collected data were analyzed using a two-way ANOVA. The findings of this study showed that student mathematics achievement taught with PBL model was higher than those taught with direct learning model; mathematics achievement of students with mathematical logic intelligence was higher than those with spatial intelligence; there was an effect of interaction between learning models and multiple intelligences on student mathematics achievement; mathematics achievement of students with spatial intelligence taught with PBL model was higher than students taught with direct learning model; mathematics achievement of students with mathematical logic intelligence taught by PBL model was higher than those taught with direct learning model; there was no significant difference in mathematics achievement between students with spatial intelligence and mathematical logic intelligence taught by PBL model; mathematics achievement of students with mathematical logic intelligence was higher than those with spatial intelligence taught by direct learning model. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01