Application Multiple Intelligences Based Learning to Increase The Concept Mastery of Junior High School Students' Earth and Space Sciences

Table 3.1 One Group Pretest-Posttest Design

• Pretest

• Treatment

• Posttest

• O1

• X

• O2

                                                                                                                 Sugiyono (2006:110)

Description:

 O1 = Pretest carried out before treatment is given

 X= Treatment

O2 = Posttest carried after being given treatment

        Research samples are students of class VIII-C in one of the Junior High School in Bandung. Data is collected using the instrument in the form of multiple choice tests as many as 25 items that test mastery of the concept of IPBA, the profile of each student's intellect, observation sheet to know implemented learning and student activities. Increasing students' mastery of concepts is only restricted to the domain of cognitive C1 (knowledge), C2 (understanding) and C3 (the application). Increasing students' mastery of concepts can be seen from the normalized gain of the average pretest-posttest scores based on criteria Hake.

3. Research Results and Discussion

         The results of observations of student activity can be seen in figure 4.1 below:

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  Figure 4.1 Percentage of Student Activity Diagram/Dokpri
  
   
         While the overall percentage of students' activity-based learning and multiple intelligences the involvement can be seen in Figure 4.2. Below:
   
   
  

  Figure 4.2 Diagram of Average Percentage of Student Activity-based learning and the involvement multiple intelligences/Dokpri  

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         Based on figure 4.1 some students lower on naturalist intelligence and linguistics, so if the teacher emphasizes the logic and language skills course so if the teacher emphasizes the logic and language abilities alone then students would be difficult to accept the material presented by the teacher. Traditional patterns of thought that emphasizes the logic and language skills were already firmly entrenched on every teacher in the running process of learning. Intelligence not only includes two parameters, but also to be seen from the aspect of kinetic, musical, visual-spatial, interpersonal, intrapersonal, and naturalist (Kuadrat et al., 2010: 11). The types of intelligence were known as multiple intelligences that were introduced by Howard Gardner in 1983.  Gardner also said that we tend to only appreciate the people who are experts in the ability of logic (mathematics) and language. We have to give balanced attention to people who have talent in other intelligences such as artists, architects, musicians, designers, dancers, therapists, and others.
   
   The following were the results of the analysis of Concept Mastery IPBA Students who have already implemented that can be seen in Figure 4.3. Below:
   

  

  Figure 4.3 Diagram Score Pretest and posttest Mastery of Concepts/Dokpri

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