TASK 15

Learning Theory

About

“Contextual learning and Multiple Intelligent”

Lectures

Mursyid Ridha S.Ag., M.Pd

By:

Azahra Hardi Cusinia

19006069

GUIDANCE AND COUNSELING

FAKULTAS ILMU PENDIDIKAN

UNIVERSITAS NEGERI PADANG

2020
 Contextual learning and Multiple Intelligent

A. The relationship between learning CTL (Contextual Teaching and

Learning) based on multi-intelligence with the cognitive abilities of students
 

Cooperative learning with CTL model learning approach with the

ability of students' cognitive yes ng based multi intelligence. P embelajaran with

CTL approach based on multi intelligence shows that there is a relationship

between students' cognitive abilities with intelligence linguistics, there is a

relationship between cognitive abilities of students with mathematical

intelligence, there was a relationship between students' cognitive abilities with

interpersonal intelligence and and there is a relationship between students'

cognitive abilities with wit natural .

The learning activities in the CTL learning model are adjusted to the four

dominant intelligence in students so that all students are active. Some activities

that support the dominant intelligence possessed by students. In the learning

model that is used, for example, during discussions, namely students have started

to develop questions related to learning topics, besides that before learning begins

students have been assigned about the learning topics to be discussed. The

assignment of students to retell the tables that have been made relating to

linguistic intelligence is also one of the dominant intelligences on.

As for the mathematical intelligence of logic in learning, it shows that

basically students have intelligence that is also dominant in mathematics /

logic. This is because students who are the subjects in this study are

students where they are also always a engage in mathematics and conduct

activities related to mathematics. The implementation of mathematical

intelligence in the learning process in this study can be seen in students where

students can make graphs based on the tables given.

 The implementation of learning which took place three times showed

there were groups in the class that were active in the learning process, in

addition there were several other group members who also looked passive and

even showed no motivation in learning. The division of tasks in each group is

also not in accordance with the intelligence possessed by students.

The cooperative learning model with the CTL approach that is used in

the classroom is already in accordance with the dominant intelligence of

students, interpersonal, verbal-linguistic, natural and logical-mathematical, but

the distribution of students in group division does not pay attention to student

intelligence, so that students' activities in the process learning cannot improve

students' cognitive abilities. The distribution of intelligence in the division

of group members in cooperative learning with the CTL approach in the

classroom is ignored so that the learning process that occurs three times as a

meeting shows only certain groups are active in the discussion .

Likewise for natural intelligence, students are already accustomed to

activities that are natural in addition to being due to one of the mulok subjects

namely PLH, also because the school environment is very supportive

for enhancing natural intelligence, so most natural intelligence is owned by

students.

The learning model in the form of group discussion is supported by

interpersonal and verbal-linguistic intelligence which is largely owned by

students.

Student activities related to dominant intelligence in students in multi-

intelligence based learning on cooperative learning models with the CTL

approach. This is because students in the group already know their respective

assignments based on their intelligence so that in learning activities students

generally work on assignments collectively, this is seen when students are in

their respective groups. Students who have dominant interpersonal intelligence

try to motivate their group members to solve a problem, for example in

working on Student Worksheets (LKS), besides students in this interpersonal

intelligence try also to provide an explanation to group members who do not

understand the learning topics taught.

Multi-intelligence based learning in cooperative learning with the CTL

approach shows the division of tasks based on the structure of the task adjusted

to the dominant intelligence possessed by students. For example, the task of

assigning percentages is assigned to students who have dominant interpersonal

or verbal-linguistic intelligence, while others such as logic-mathematics are

assigned to make graphs to explain a problem in the discussion .

The development of verbal-linguistic intelligence in the form of

brainstorming assignments before the material takes place is very useful in

discussing the topic to be discussed, this can be observed in group discussions

where cognitive activities that contain a lot of ideas and a number of responses

from students. A number of these activities can bring students to think so that

what is obtained can be distorted in old memory .

Affirmation in optimizing student intelligence in the learning process is

intended so that students will find meaning in their learning, this is because the

students are willing and willing to learn, therefore the selection of learning

models must be in accordance with student learning styles, where student

learning styles are influenced by dominant intelligence to students.

The willingness of students to learn can encourage them to look for

meaning in the learning topics being studied and help to find the meaning of all

learning endeavors for the student's self-development. In this study students try
 to find out the problems discussed in the learning topic through

discussion. Multi-intelligence based learning activities in this study are

assumed to have a relationship with students 'cognitive abilities so as to

increase students' motivation to learn so that they can develop their cognitive

abilities.

In multi-intelligence based learning in this study students are expected to

find their own answers to problems in the learning topic. The ability of students

to look for answers to existing problems is in accordance with human nature as

someone who actively seeks and produces meaningful knowledge and

understanding.

Learning to find yourself as included in the CTL component, which is

inquiry or finding as stated by Bruner, which is carried out purely will require a

long time, therefore the ability of students to find themselves is not too

demanding but the core of this learning method is student involvement actively

in learning.

To improve students' cognitive abilities the teacher's role in this case is to

help students to relate new knowledge and understanding to the cognitive

framework that students already have.

 
 B. The level of relationship between multi-intelligence based CTL (Contextual
Teaching and Learning) learning on students' cognitive abilities
 

1. That the relationship between students' cognitive abilities and linguistic

intelligence has a very strong correlation coefficient in the correlation

category .

2. That the relationship between students 'cognitive abilities and

mathematical intelligence has a correlation coefficient in the category of

strong correlations, this means that other factors that also influence the

relationship between students' cognitive abilities with

logic- mathematical intelligence

3. That the relationship between students 'cognitive abilities and

interpersonal intelligence has a correlation coefficient in the category of

strong correlations, this might be due to other factors that also influence

the relationship between students' cognitive abilities and interpersonal

intelligence.

4. That the relationship between students 'cognitive abilities and natural

intelligence has a correlation coefficient in the category of strong

correlations, this may be due to other factors that also influence the

relationship between students' cognitive abilities

and interpersonal intelligence .
 

A study of the relationship of multi-intelligence to cognitive and

psychomotor abilities as a result of learning physics concluded that there was a

significant relationship, quite strong and in the same direction with students'

cognitive and psychomotor abilities as a result of learning physics, so multi-

intelligence was one indicator in achieving physics learning goals in cognitive and

psychomotor aspects (Mahardika, 2011).

 M aka one can draw a conclusion that there is a strong relationship

between multiple intelligence signifikann with students' cognitive abilities, and

learning-based multi intelgensi has an average value better than without using a

multi-based learning intelligence .

 
 BIBLIOGRAPHY

Blackwell, L., Trzesniewski, K., & Dweck, C. 2008. Implications of Theories of Intelligence

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by Tri Wibowo BS printed II. Jakarta: Kencana.
Husamah. Pantiwati, Yuni. Restian, Arina. Sumarsono, Praise. 2018. Learning and
Learning . Malang: UMM Press.