Asesmen Kecerdasan Majemuk dan Preferensi Strategi Pembelajaran IPA pada Siswa SMP
DOI:
https://doi.org/10.57176/jn.v5i2.204Keywords:
asesmen kecerdasan majemuk, strategi pembelajaran IPA, preferensi belajar, diferensiasi pembelajaran, siswa SMPAbstract
Penelitian ini bertujuan untuk menganalisis profil kecerdasan majemuk siswa SMP, preferensi mereka terhadap strategi pembelajaran IPA, serta menguji keterkaitan antara kedua variabel tersebut sebagai dasar diferensiasi pembelajaran. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional melalui survei terhadap 102 siswa kelas VII, VIII, dan IX di SMPN 9 Bulukumba yang dipilih menggunakan stratified random sampling. Instrumen penelitian terdiri atas angket kecerdasan majemuk berbasis delapan domain Gardner sebanyak 40 item (α = 0,89) dan angket preferensi strategi pembelajaran IPA sebanyak 30 item (α = 0,86), keduanya menggunakan skala Likert lima poin. Data dianalisis menggunakan statistik deskriptif dan korelasi Spearman pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa rerata skor kecerdasan majemuk berada pada kategori sedang dengan rentang mean 2,916–3,051 dan simpangan baku 0,626–0,751. Preferensi strategi pembelajaran IPA tergolong tinggi pada Inquiry-Based Learning (M = 4,965; SD = 0,127), Problem-Based Learning (M = 5,000; SD = 0,000), Project-Based Learning (M = 4,997; SD = 0,032), dan Direct Instruction (M = 4,555; SD = 0,524), sedangkan Technology-Enhanced Learning berada pada kategori sedang (M = 3,017; SD = 0,713). Analisis korelasi menunjukkan hubungan signifikan antara kecerdasan interpersonal dan Collaborative Learning (ρ = 0,773; p < 0,01), kecerdasan visual-spasial dan Technology-Enhanced Learning (ρ = 0,674; p < 0,01), serta kecerdasan intrapersonal dan Direct Instruction (ρ = 0,520; p < 0,01). Temuan ini menunjukkan bahwa asesmen kecerdasan majemuk dapat menjadi dasar empiris dalam merancang strategi pembelajaran IPA yang adaptif. Hasil penelitian juga memberi implikasi praktis bagi guru dalam mengembangkan diferensiasi pembelajaran sesuai profil kecerdasan siswa.
References
Alshaboul, Y., Alazaizeh, M. A. H., & Al-Dosari, N. (2021). Differentiated instruction between application and constraints: Teachers’ perspective. European Journal of Educational Research, volume–10–2021(volume–10–issue–1–January–2021), 127–143. https://doi.org/10.12973/eu-jer.10.1.127
Astuti, N. P. E. (2018). Teacher’s instructional behaviour in instructional management at elementary school reviewed from Piaget’s cognitive development theory. SHS Web of Conferences, 42, 00038. https://doi.org/10.1051/shsconf/20184200038
Atasoy, V., & Kaya, G. (2022). Formative assessment practices in science education: A meta-synthesis study. Studies in Educational Evaluation, 75, 101186. https://doi.org/10.1016/j.stueduc.2022.101186
Aziizah, A. N., Liliawati, W., & Waslaluddin, W. (2019). Profil aktivitas kecerdasan majemuk siswa SMA pada materi hukum kepler dengan penggunaan bahan ajar IPBA berbasis web. Wapfi (Wahana Pendidikan Fisika), 4(2), 210–215. https://doi.org/10.17509/wapfi.v4i2.20204
Bahrami, S. (2017). The relationship between gardner’s multiple intelligences and students’ achievement in third year physics of high school in the Varamin City. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(1), 612–623. https://doi.org/10.18844/prosoc.v4i1.2307
Berlian, M., Mujtahid, I. M., Vebrianto, R., & Thahir, M. (2020). Multiple intelligences instrument development: Identification system of multiple intelligences tutor. REID (Research and Evaluation in Education), 6(2), 119–129. https://doi.org/10.21831/reid.v6i2.35120
Berrios Aguayo, B., Berrios Aguayo, B., Herrera, L., & Darder, A. (2021). Multiple intelligences and academic achievement in university students: A systematic review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.650052
Budiono, A., Wiryokusumo, I., & Karyono, H. (2021). Pengembangan modul IPA berbasis literasi dan integratif dalam memfasilitasi belajar mandiri siswa. Jurnal Inovasi Dan Teknologi Pembelajaran, 8(1), 58–67. https://doi.org/10.17977/um031v8i12021p058
Byrnes, J. P. (1988). Formal operations: A systematic reformulation. Developmental Review, 8(1), 66–87. https://doi.org/10.1016/0273-2297(88)90012-3
Cerovac, M., & Keane, T. (2024). Early insights into Piaget’s cognitive development model through the lens of the technology’s curriculum. International Journal of Technology and Design Education, 35(1), 61–81. https://doi.org/10.1007/s10798-024-09906-5
Chen, C.-H., & Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev.2018.11.001
Christiana, R. A., Supriyanto, A., & Juharyanto, J. (2022). Implementasi kurikulum cambridge di sekolah menengah pertama. Jurnal Pembelajaran Bimbingan Dan Pengelolaan Pendidikan, 2(4), 288–295. https://doi.org/10.17977/um065v2i42022p288-295
Deutsch, N. L. (2022). ‘You just have to get through it’: Letting go of enduring stereotypes about middle school. Phi Delta Kappan, 104(2), 6–10. https://doi.org/10.1177/00317217221130624
Faruq, M. S. A., Arifin, I., & Imron, A. (2021). Kepemimpinan pembelajaran: Peran kepala sekolah dan guru dalam pengelolaan sekolah dasar berbasis multiple intelligences. Jurnal Pendidikan Teori Penelitian Dan Pengembangan, 6(7), 1165. https://doi.org/10.17977/jptpp.v6i7.14941
Fauzan, F., & Herman, T. (2017). Peningkatan kemampuan penalaran matematis dan self esteem siswa kelas v melalui strategi multiple intelligences. Eduhumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 8(2), 152. https://doi.org/10.17509/eh.v8i2.5138
Fitrianingsih, U., Rahmawati, W., Hasanah, U., Khasanah, U., & Rosyida, V. N. (2025). Project based learning model to improve students’ critical thinking skills in natural science learning at MIS Asy Syafi’iyah Pecangakan. Deep Learning, 1(1), 107–120. https://doi.org/10.62945/deeplearning.v1i1.206
Fogarty, G. J. (2008). Intelligence: Theories and Issues. 181–208. https://doi.org/10.1163/9789087905552_009
Frasandy, R. N., & Yuliantika, S. (2023). Analisis implementasi pembelajaran tematik berorientasi multiple intelegences di kelas rendah SD/MI. Alawlad, 13(1), 69–79. https://doi.org/10.15548/alawlad.v13i1.6514
Gillies, R. M. (2016). Cooperative Learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3
Halimah, L. (2016). Inflementasi kurikulum satuan pendidikan dalam menumbuhkembangkan kecerdasan majemuk (multiplate intelligence). Eduhumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 2(1). https://doi.org/10.17509/eh.v2i1.2754
Hanim, L., Susilo, H., & Yuliati, L. (2020). Pengaruh peta pemikiran dalam pembelajaran berbasis masalah terhadap penguasaan konsep dan literasi sains siswa SMP. Jurnal Pendidikan Teori Penelitian Dan Pengembangan, 5(2), 180. https://doi.org/10.17977/jptpp.v5i2.13164
Hasanah, M. N. S. (2023). Active learning dalam meningkatkan multiple intelegences di Ma’had Aly Nurul Jadid Probolinggo Dan Ma’had Aly Nurul Qornain Jember. Journal of Islamic Education, 9(2), 124–134. https://doi.org/10.18860/jie.v9i2.23099
Hestiana, H., & Rosana, D. (2020). The effect of problem-based learning based on socio-scientific issue on scientific literacy and problem-solving skills of junior high school students. Journal of Science Education Research, 4(1), 15–21. https://doi.org/10.21831/jser.v4i1.34241
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897
Inten, D. N., Mulyani, D., & Aziz, H. (2023). Mother and Children literacy model at home. kne Social Sciences. https://doi.org/10.18502/kss.v8i18.14200
Irianto, D. M. (2016). Pengaruh Model Pembelajaran terhadap kemampuan memecahkan masalah lingkungan hidup pada siswa yang mempunyai hasil belajar IPA Tinggi Di Sekolah Dasar. Eduhumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 6(2). https://doi.org/10.17509/eh.v6i2.4571
Jin, Y., & Qing, L. (2025). Developing a Chinese traditional music teaching system using multiple intelligences theory. Journal of Cases on Information Technology, 27(1), 1–22. https://doi.org/10.4018/jcit.385729
Jufrida, J., Basuki, F. R., Kurniawan, D. A., Pangestu, M. D., & Fitaloka, O. (2019). Scientific literacy and science learning achievement at junior high school. International Journal of Evaluation and Research in Education, 8(4), 630–636. https://doi.org/10.11591/ijere.v8i4.20312
Kadis, K., Imron, A., Mustiningsih, M., & Sumarsono, R. B. (2024). Trends and insights on multiple intelligences in Islamic schools: A bibliometric analysis. Journal of Education, (93), 89–119. https://doi.org/10.17159/2520-9868/i93a05
Kartika, E. (2016). Perkembangan emosional dan sosial alumni Sekolah Dasar Laboratorium UPI Kampus Cibiru (Kajian deskriktif terhadap perkembangan emosional dan sosial alumni sekolah dasar laboratorium UPI Kampus Cibiru). Eduhumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 2(1). https://doi.org/10.17509/eh.v2i1.2751
Khoeron, I. R., Sumarna, N., & Permana, T. (2016). Pengaruh gaya belajar terhadap prestasi belajar peserta didik pada mata pelajaran produktif. Journal of Mechanical Engineering Education, 1(2), 291. https://doi.org/10.17509/jmee.v1i2.3816
Kish, L. (2000). Sampling. 139–142. https://doi.org/10.1037/10522-056
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366
Liou, S., Cheng, C., Chu, T., Chang, C., & Liu, H. (2023). Effectiveness of differentiated instruction on learning outcomes and learning satisfaction in the evidence‐based nursing course: Empirical research quantitative. Nursing Open, 10(10), 6794–6807. https://doi.org/10.1002/nop2.1926
Lubis, F., & Batubara, A. K. (2023). Pengaruh kemampuan literasi informasi siswa SMA Negeri 1 Sorkam Barat Terhadap Kesadaran Informasi Akan Berita Hoax. Pustaka Karya Jurnal Ilmiah Ilmu Perpustakaan Dan Informasi, 11(1), 49. https://doi.org/10.18592/pk.v11i1.9130
Mainaki, R. (2017). Environment Content in the Culture Public High School in Cimahi as Efforts to Grow the Students Ecological Intelligence. Jurnal Geografi Gea, 17(1), 58. https://doi.org/10.17509/gea.v17i1.6234
Mastoni, E., Sumantri, M. S., & Ibrahim, N. (2019). A Preliminary Study of Brain-Based Learning (BBL) and Intrapersonal Intelligence in Junior High School Mathematics Learning. Universal Journal of Educational Research, 7(9A), 147–154. https://doi.org/10.13189/ujer.2019.071617
Mas’ud, A., Fuad, Ah. Z., & Zaini, A. (2019). Evolution and Orientation of Islamic Education in Indonesia and Malaysia. Journal of Indonesian Islam, 13(1), 21. https://doi.org/10.15642/jiis.2019.13.1.21-49
Michie, M. (2019). Perbandingan Kurikulum 2013 Indonesia Dengan Kurikulum Australia Dengan Fokus Pada Ilmu Pengetahuan Alam. Jurnal Penelitian Pendidikan, 19(2), 257–268. https://doi.org/10.17509/jpp.v19i2.19770
Ni’mah, F. (2019). Research trends of scientific literacy in Indonesia: Where are we? Jurnal Inovasi Pendidikan IPA, 5(1), 23–30. https://doi.org/10.21831/jipi.v5i1.20862
Novita, M., Kusumaningsih, W., Wardana, Y. S., Behera, S. K., Mujiono, M., & Iskandar, F. (2022). Advancing Indonesian Education Through the Three Penggerak Programs. Kne Social Sciences. https://doi.org/10.18502/kss.v7i19.12462
Nurfariha, M., Anas, N., & Fatonah, S. (2022). Increasing Basic Knowledge of Students With the Inquiry Learning Model on the Nature of Change of Material in the Form of Objects With the Aid of Game Quizizz/ Meningkatkan Pengetahuan Dasar Mahasiswa Dengan Model Pembelajaran Inkuiri. Edulab Majalah Ilmiah Laboratorium Pendidikan, 7(1), 91–102. https://doi.org/10.14421/edulab.2022.71.06
Oliver, M., & Venville, G. (2016). Bringing CASE in From the Cold: The Teaching and Learning of Thinking. Research in Science Education, 47(1), 49–66. https://doi.org/10.1007/s11165-015-9489-3
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Prabowo, T. T., Marwiyah, M., Zain, L., Martias, L. D., Riani, N., Farhanah, N., & Sitthiworachart, J. (2024). Effect of Demographic Factors on Reading Habits: Study on Indonesian Secondary School Students. Journal of Librarianship and Information Science, 57(3), 705–718. https://doi.org/10.1177/09610006241239078
Prajapati, R., Sharma, B., & Sharma, D. (2016). Significance of Life Skills Education. Contemporary Issues in Education Research (Cier), 10(1), 1–6. https://doi.org/10.19030/cier.v10i1.9875
Rae, L., Edgerton, E., & McKechnie, J. (2023). Social Places and Senior Pupils’ Identity in a Secondary School Environment: An Interpretative Phenomenological Analysis. Children Youth and Environments, 33(1), 76–100. https://doi.org/10.1353/cye.2023.0001
Satriaman, K. T., Pujani, N. M., & Sarini, P. (2018). Implementasi pendekatan student centered learning dalam pembelajaran IPA dan relevansinya dengan hasil belajar siswa kelas VIII SMP Negeri 4 Singaraja. JPPSI: Jurnal Pendidikan dan Pembelajaran Sains Indonesia, 1(1). https://doi.org/10.23887/jppsi.v1i1.21912
Schellekens, L. H., Bokhove, C., & De Jong, T. (2021). A scoping review on the notions of formative assessment in STEM education. Studies in Educational Evaluation, 68, 100961. https://doi.org/10.1016/j.stueduc.2020.100961
Şener, S., & Çokçalışkan, A. (2018). An Investigation between Multiple Intelligences and Learning Styles. Journal of Education and Training Studies, 6(2), 125–132. https://doi.org/10.11114/jets.v6i2.2643
Setiawan, A. R. (2023). Profil Literasi Saintifik Berdasarkan Kecerdasan Majemuk Dan Motivasi Belajar. Wapfi (Wahana Pendidikan Fisika), 8(2), 89–100. https://doi.org/10.17509/wapfi.v8i2.20924
Shearer, C. B., & Karanian, J. M. (2017). The neuroscience of intelligence: Empirical support for the theory of multiple intelligences. Trends in Neuroscience and Education, 8, 58–72. https://doi.org/10.1016/j.tine.2017.03.001
Situmorang, R. P., & Andayani, E. P. (2019). Penggunaan Media Animasi Berbasis Macromedia Flash Untuk Meningkatkan Hasil Belajar Siswa Pada Konsep Materi Sistem Peredaran Darah Manusia. Assimilation Indonesian Journal of Biology Education, 2(1), 35–41. https://doi.org/10.17509/aijbe.v2i1.14544
Sriyanti, L., & Kurniati, I. N. (2021). Bimbingan Belajar Berbasis Gaya Belajar Untuk Meningkatkan Hasil Belajar Mata Pelajaran Matematika. International Virtual Conference on Islamic Guidance and Counseling, 1(1), 175–190. https://doi.org/10.18326/iciegc.v1i1.62
Staus, N. L., O’Connell, K., & Storksdieck, M. (2021). Addressing the Ceiling Effect when Assessing STEM Out-Of-School Time Experiences. Frontiers in Education, 6, 690431. https://doi.org/10.3389/feduc.2021.690431
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of Direct Instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479–507. https://doi.org/10.3102/0034654317751919
Sulthonie, A. A., & Rahman, M. T. (2018). Pelatihan Tentang Keterampilan Membaca Bagi Para Guru Sekolah Di Kecamatan Regol Kota Bandung. Al-Khidmat, 1(1), 1–12. https://doi.org/10.15575/jak.v1i1.3319
Sun, R. C. F., & Hui, E. K. P. (2012). Cognitive Competence as a Positive Youth Development Construct: A Conceptual Review. The Scientific World Journal, 2012, 1–7. https://doi.org/10.1100/2012/210953
Suniyah, S., Rohmadi, M., & Sulistiyo, E. (2018). Implementasi Strategi Pembelajaran Menulis Berbasis Multiple Intelligences. Sekolah Dasar Kajian Teori Dan Praktik Pendidikan, 27(2), 174–182. https://doi.org/10.17977/um009v27i22018p174
Supriyadi, S., Haeruddin, H., & Nurjannah, N. (2016). Peningkatan Kemampuan Memecahkan Masalah Antara Model Penalaran Kausal Berbasis Etnosains Dan Sains Modern. Jurnal Riset Dan Kajian Pendidikan Fisika, 3(2), 35. https://doi.org/10.12928/jrkpf.v3i2.5142
Syafrilianto, S. s., & Rahman, T. (2017). Guided Inquiry and Guided Discovery Model in Science Learning to improve Cognitive Ability of Junior High School Students. Edusains, 9(2). https://doi.org/10.15408/es.v9i2.2034
Syam, R., Saleh, A., Purwita, I., Mawandani, N. W., Mayangsari, P., & Maharani, S. (2021). Program Kesehatan Mental “Taking Care of Your Mental Health and Those Around You” Berbasis Online sebagai Upaya Peningkatan Pemahaman Kesehatan Mental Masyarakat. PENGABDI, 2(2). https://doi.org/10.26858/pengabdi.v2i2.24971
Syar, N. I. (2017). Penggunaan Bahan Ajar Ipa Terpadu Dengan Tema Cuaca Untuk Meningkatkan Penguasaan Konsep Siswa SMP Kelas Vii. Edusains, 9(1). https://doi.org/10.15408/es.v9i1.2234
Taofik, A. (2021). Lembaga Pendidikan Islam Di Indonesia. Indonesian J. Adult. Community. Educ., 2(2), 1–9. https://doi.org/10.17509/ijace.v2i2.30874
Uluçınar, U. (2023). The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study. Science Education International, 34(2), 72–85. https://doi.org/10.33828/sei.v34.i2.1
Ulum, M. B., & Wildana, D. T. (2019). Promoting the Right to Education Through a Card: A Paradox of Indonesia’s Educational Policy? Journal of Indonesian Legal Studies, 4(1), 143–160. https://doi.org/10.15294/jils.v4i01.26973
Vertel, A., Rusalov, V., Ryhina, O., Syniakova, V., & Kolodyazhna, A. (2024). Peculiarities of Children’s Development During the Transition Age and the Impact of This Period of Child Development on the Educational Process. Cadernos De Educação Tecnologia E Sociedade, 16(se2), 129–145. https://doi.org/10.14571/brajets.v16.nse2.129-145
Wahyuni, A. S. (2022). Literature review: Pendekatan berdiferensiasi dalam pembelajaran IPA. Jurnal Pendidikan MIPA, 12(2). https://doi.org/10.37630/jpm.v12i2.562
Walsh, K. B., McGlone, A., & Wohlers, M. W. (2021). Sampling and Statistics in Assessment of Fresh Produce. 263–300. https://doi.org/10.19103/as.2021.0097.09
Westbroek, H., Janssen, F., & Van Driel, J. (2020). Exploring formative assessment practices in science education: A review of the literature. Studies in Science Education, 56(2), 175–210. https://doi.org/10.1080/03057267.2019.1689120
Winarti, A., Yuanita, L., & Nur, Moh. (2019). The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior high school students. Journal of Technology and Science Education, 9(2), 122–135. https://doi.org/10.3926/jotse.404
Wong, M. D., Quartz, K. H., Saunders, M., Meza, B. P., Childress, S., Seeman, T. E., & Dudovitz, R. (2022). Turning Vicious Cycles Into Virtuous Ones: The Potential for Schools to Improve the Life Course. Pediatrics, 149(Supplement 5). https://doi.org/10.1542/peds.2021-053509m
Xhomara, N., & Shkembi, F. (2020). Multiple intelligences and learning styles: A correlation study. Journal of Education and Training Studies, 8(1), 87–95. https://doi.org/10.11114/jets.v8i1.4577
Zarkasyi, A., Himam, A. S., Lubis, R. H., Prameswari, S. K., & Badriya, I. (2023). Kurikulum Merdeka for Arabic Language Learning According to Piaget’s Cognitive Development Theory. Inovasi Kurikulum, 20(2), 305–316. https://doi.org/10.17509/jik.v20i2.61359
Zulfiani, Z., & Suwarna, I. P. (2019). Pengaruh Science Adaptive Assessment Tool Berbasis Gaya Belajar Kolb Terhadap Keterampilan Berpikir Tingkat Tinggi. Edusains, 11(2), 310–319. https://doi.org/10.15408/es.v11i2.13361
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Zulqifli Alqadri, Hasanuddin Hasanuddin, Munawwarah Munawwarah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
