Email this article 
Panduan Lingkungan Ruang Kelas Berorientasi Multiple Intelegences di Sekolah Dasar
Abstract
Abstract: The research and development was carried out in class V SDN Sukabumi 2 Probolinggo city and SDN Purutrejo 2 Pasuruan city had the aim of producing a multi-intelligence oriented classroom environment guide product. The research method with Borg & Gall as its model was modified into: (1) information gathering, (2) planning, (3) product development, (4) expert validation, (5) field trials, (6) final products. The results of the study are validation of learning technology experts score 88.3% valid criteria. Validation of linguists score 81.6% valid criteria. Field validation scores 78.5% valid criteria. Conclusion product guide for thematic classroom environment oriented multiple intelligences has a high level of validity, readability, and applicability so that this product matches the theoretical foundation and can be applied in elementary schools. Suggestions for disseminating products to improve the quality of local education.
Abstrak: Penelitian dan pengembangan dilakukan di kelas V SDN Sukabumi 2 kota Probolinggo dan SDN Purutrejo 2 kota Pasuruan mempunyai tujuan menghasilkan produk panduan lingkungan ruang kelas berorientasi multiple intelegences. Metode penelitian dengan Borg & Gall sebagai modelnya yang dimodifikasi menjadi: (1) pengumpulan informasi, (2) perencanaan, (3) pengembangan produk, (4) validasi ahli, (5) uji coba lapangan, (6) produk akhir. Hasil penelitian yaitu validasi ahli teknologi pembelajaran skor 88,3% kriteria valid. Validasi ahli bahasa skor 81,6% kriteria valid. Validasi lapangan skor 78,5% kriteria valid. Kesimpulan produk panduan lingkungan ruang kelas berorientasi multiple intelegences mempunyai tingkat validitas, keterbacaan dan keterterapan tinggi sehingga produk ini sesuai landasan teoritik dan dapat diterapkan di sekolah dasar. Saran dilakukan penyebarluasan produk untuk meningkatkan kualitias pendidikan setempat.Keywords
Full Text:
PDFReferences
Akkuzu, N., & Akçay, H. (2011). The Design of a Learning Environment Based on the Theory of Multiple Intelligence and the Study its Effectiveness on the Achievements, Attitudes and Retention of Students. Procedia Computer Science, 3, 1003–1008. https://doi.org/10.1016/j.procs.2010.12.165
Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen (Revisi Taksonomi Pendidikan Bloom). Yogyakarta: Pustaka Pelajar.
Aydemir, H., & Karalı, Y. (2014). Study of Secondary School Students’ Multiple Intelligence Areas (Malatya Case). Procedia - Social and Behavioral Sciences, 152, 167–172. https://doi.org/10.1016/j.sbspro.2014.09.175
Borg, W. R., & Gall, M. (1983). Education Reseacrh An Introduction (Fourth Edition). New York: Longman Inc.
Byl, J., & Kloet, B. V. (2014). The Effect of The Physical Classroom Environment on Literacy Outcome. America: United States of America.
Coban, S., & Dubaz, I. (2011). The Relationship Between Active Learning Models in Music Lessons in Elementary Schools and Multiple Intelligence Areas. Procedia - Social and Behavioral Sciences, 28, 684–690. https://doi.org/10.1016/j.sbspro.2011.11.129
Cryer, D., Wagner-moore, L., Burchinal, M., Yazejian, N., Hurwitz, S., & Wolery, M. (2005). Effects of Transitions to New Child Care Classes on Infant / Toddler Distress and Behavior. Early Childhood Research Quarterly,
(1), 37–56. https://doi.org/10.1016/j.ecresq.2005.01.005
Gardner, H. (2003). Kecerdasan Majemuk (Multiple Intelligences) Teori dalam Praktik. Batam: Interaksara.
Ghraibel, A. M. A. (2012). Brain Based Learning and Its Relation with Multiple Intelligences. International Journal of Psychological Studies, 4(1).
Hanafiah, N., & Suhana, C. (2010). Konsep Strategi Pembelajaran. Bandung: PT Refika Aditama.
Kılıç, M. S., & Sert, H. (2015). Primary School 5th Grade Science and Technology Lesson Book’s Investigation of Multiple Intelligence Theory. Procedia - Social and Behavioral Sciences, 174, 2577–2581. https://doi.org/10.1016/j.sbspro.2015.01.935
Lachica, L. P. F. (2015). Classroom Communication and Integration: Public High School Teachers’ Notions. International Journal on Integrating Technology in Education (IJITE), 4(2), 1–11. https://doi.org/10.5121/ijite.2015.4201
Leblanc, R. J. (2017). Interactional Order, Moral Order : Classroom Interactions and the Institutional Production of Identities. Linguistics and Education, 40, 27–37. https://doi.org/10.1016/j.linged.2017.05.004
Maisyaroh., Burhanuddin., & Imron, A. (2004). Perspektif Manajemen Pendidikan Berbasis Sekolah. Malang: Universitas Negeri Malang.
Mulyono. (2008). Manajemen Administrasi & Organisasi Pendidikan.Yogyakarta: Ar-Ruzz Media.
Piengkes, N., Wolther, S. R., Nooyod, A., & Prameteerawatchai, P. (2014). The Study of English Achievement for the 4 th Grade Students by the Intergrated Multiple Intelligence Model. Procedia - Social and Behavioral Sciences, 116, 2478–2480. https://doi.org/10.1016/j.sbspro.2014.01.595
Rulyansah, A., & Wardana, A. L. (2018). Pengembangan Media Pembelajaran Pop Up dengan menggunakan Model STAD Dalam Meningkatkan Hasil Belajar Siswa. Pedagogy, 6(1), 53–59.
Serin, N. B., Serin, O., Yavuz, M. A., & Muhammedzade, B. (2009). The Relationship between the Primary Teachers’ Teaching Strategies and their Strengths in Multiple Intelligences (Their multiple intelligence types) (Sampling: Izmir and Lefkosa). Procedia - Social and Behavioral Sciences, 1(1), 708–712. https://doi.org/10.1016/j.sbspro.2009.01.124
Sorin-Avram, V. (2014). From Theory to Practice: The Multiple Intelligences Theory Experience in a Romanian Secondary School. Procedia - Social and Behavioral Sciences, 116, 5020–5024. https://doi.org/10.1016/j.sbspro.2014.01.1066
Sumantri, M. S. (2015). Strategi Pembelajaran Teori dan Praktik di Tingkat Pendidikan Dasar. Jakarta: Rajawali Pers.
Syah, M. (2011). Psikologi Belajar. Jakarta: Rajawali Press.
Voss, T., Wagner, W., Khusmann, U., Trautwein, U., & Kunter, M. (2017). Changes in Beginning Teachers’ Classroom Management Knowledge and Emotional Exhaustion During the Induction Phase. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2017.08.002
Wang, F. H. (2017). An Exploration of Online Behaviour Engagement and Achievement in Flipped Classroom Supported by Learning Management System. Computers & Education, 12, 112–117. https://doi.org/10.1016/j.compedu.2017.06.012
Yeganeh, M. T., & Dezfouli, F. B. (2015). The Reflection of Multiple Intelligences (MI) in Iranian English Textbooks, Teachers’ Perception. Procedia - Social and Behavioral Sciences, 192, 11–14. https://doi.org/10.1016/j.sbspro.2015.06.002
DOI: http://dx.doi.org/10.17977/jptpp.v4i4.12648
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Ludfi Arya Wardana, Uswatun Hasanah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
