MULTIPLE INTELLIGENCE-BASED LEARNING IN KINDERGARTEN

Abstract

The theory of multiple intelligences is derived from the hypothesis that there is no child who is lacking intelligence; hence, the thought that every child is potential to accomplish achievements should be possessed by every teacher. One of attempts to comprehend the theory of multiple intelligences is by recognizing child’s intelligence potential in early stage, which will be used as the development framework of multiple intelligence-based learning. This current study aimed at constructing multiple intellegence indicator system in kindergarten. The first phase of data collection process was done through literature review and pre-survey to identify multiple intelligence indicator and inventory design. The data gained from the first phase were used as fieldwork instrument. The findings of this study were utilized to generate child’s behavior developmental inventory in each intelligence type. The results of this study concluded the followings: (1) Teachers do not develop multiple intelligence-based learning in a specific way, but only several types of intelligence that are developed through certain themes, learning programmes, and activities; (2) There is no multiple intelligence that is found to have a significant progress in any kindergarten types; (3) the indicators that are generally characterized by all kinds of kindergarten are: linguistics intelligence/linguistics competence and intrapersonal intelligence/social intelligence; and (4) multicultural kindergartens have shown a higher score on logical-mathematical intellectual development and intrapersonal intelligence; while Islamic-based kindergartens have shown to predominate in naturalist and existential intelligences.