Relationship between students' multiple intelligence-based instructional areas and assessment on academic achievements

Abstract

The aim of this research is to investigation of the relationship between students' multiple intelligence based instructional (MIBI) areas and their assessment academic achievements the grade point averages of their students in Indonesia, mathematics, science and technology and social class. The research sample contains of 71 classroom Students' who worked in primary schools in the Banten Province during the 2016-2017 academic year. The research method used is the evaluation method based on Stake model by using qualitative research. In the research, uses techniques using observation data, interviews, questionnaires and study documentation. In the analysis of the data obtained from this study, Descriptive Statistics, Independent Sample t-test and Pearson Product Moment Correlation Coefficient were used. The findings of the study, suggest that there was no statistically significant difference between the classroom Students' average scores of verbal-linguistic, visual-spatial, naturalistic, musical, logical-mathematical, intrapersonal, interpersonal and bodily-kinaesthetic intelligence areas in terms of the "gender" and "grade level" variables. The result stage is a very good learning outcome with assessment academic achievements that include cognitive, affective and psychomotor.