The effect of learning models and multiple intelligences on mathematics achievement

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 quasiexperimental 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.