International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 10, Issue 8 (August 2023), Pages: 132-139

----------------------------------------------

 Original Research Paper

Multiple intelligence-based differential learning on critical thinking skills of higher education students

 Author(s): 

 Alhamuddin Alhamuddin 1, Dinar Nur Inten 1, Dewi Mulyani 1, Asep Dadan Suganda 2, Juhji Juhji 2, Veena Prachagool 3, Prasart Nuangchalerm 3, *

 Affiliation(s):

 1Faculty of Islamic Education, Universitas Islam Bandung, Bandung, Indonesia
 2Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Serang, Indonesia
 3Faculty of Education, Mahasarakham University, Kham Riang, Thailand

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-5361-0377

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2023.08.015

 Abstract:

This research aims to scrutinize the impact of multiple intelligences-based differential learning on the enhancement of critical thinking skills among university students. A cohort of sixty-six teacher students actively participated in this empirical investigation. Critical thinking proficiency was meticulously assessed employing a battery of tests and a comprehensive questionnaire. The findings of this study unequivocally demonstrate that multiple intelligences-based differential learning exerts a discernible influence on the development of critical thinking abilities among university students. Intriguingly, the study found no significant difference in critical thinking performance among the various types of intelligence. Additionally, this research posits that differential learning grounded in multiple intelligences represents a viable alternative pedagogical approach that should be earnestly embraced by educators when devising and implementing instructional strategies and methodologies. Such an approach, the study contends, holds the potential to augment students' cognitive capacities in a manner that aligns with the exigencies of 21st-century education.

 © 2023 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Multiple intelligences, Differential learning, Critical thinking skills, University students, Pedagogical strategies

 Article History: Received 7 March 2023, Received in revised form 10 July 2023, Accepted 11 July 2023

 Acknowledgment 

This research project is an academic collaboration between Thai and Indonesian researchers and the research is financially supported by Mahasarakham University.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Alhamuddin A, Inten DN, Mulyani D, Suganda AD, Juhji J, Prachagool V, and Nuangchalerm P (2023). Multiple intelligence-based differential learning on critical thinking skills of higher education students. International Journal of Advanced and Applied Sciences, 10(8): 132-139

 Permanent Link to this page

 Figures

 No Figure

 Tables

 Table 1 Table 2 Table 3 

----------------------------------------------   

 References (35)

  1. Aadzaar RM and Widjajanti DB (2019). Multimedia: An alternative to improve self-regulated learning and mathematical problem-solving skills. Journal of Physics: Conference Series, 1320(1): 012086. https://doi.org/10.1088/1742-6596/1320/1/012086   [Google Scholar]
  2. Abenti HF (2020). How do I teach you? An examination of multiple intelligences and the impact on communication in the classroom. Language and Communication, 73: 29-33. https://doi.org/10.1016/j.langcom.2020.04.001   [Google Scholar]
  3. Agbi A and Sengsri S (2020). Factors associated with the adoption of mobile-blended learning to develop critical thinking skills in Nigerian business education undergraduate students. Journal of Theoretical and Applied Information Technology, 98(22): 3655-3666.   [Google Scholar]
  4. Aguayo BB, Ruano CA, and Vallejo AP (2021). Multiple intelligences: Educational and cognitive development with a guiding focus. South African Journal of Education, 41(2): 1-10. https://doi.org/10.15700/saje.v41n2a1828   [Google Scholar]
  5. Agustin M, Puspita RD, Inten DN, and Setiyadi R (2021). Early detection and stimulation of multiple intelligences in kindergarten. International Journal of Instruction, 14(4): 873-890. https://doi.org/10.29333/iji.2021.14450a   [Google Scholar]
  6. Aiman U and Hasyda S (2020). The influence of process oriented guided inquiry learning (POGIL) model assisted by realia media to improve scientific literacy and critical thinking skill of primary school students. European Journal of Educational Research, 9(4): 1635-1647. https://doi.org/10.12973/eu-jer.9.4.1635   [Google Scholar]
  7. Alhamuddin A and Bukhori B (2016). The effect of multiple intelligence-based instruction on critical thinking of full day Islamic elementary schools students. Ta'dib: Jurnal Pendidikan Islam, 21(1): 31-40. https://doi.org/10.19109/td.v21i1.590   [Google Scholar]
  8. Alsubaie AM (2020). The effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. Amazonia Investiga, 9(26): 158-166. https://doi.org/10.34069/AI/2020.26.02.17   [Google Scholar]
  9. Dishon G and Gilead T (2021). Adaptability and its discontents: 21st-century skills and the preparation for an unpredictable future. British Journal of Educational Studies, 69(4): 393-413. https://doi.org/10.1080/00071005.2020.1829545   [Google Scholar]
  10. Ennis R (2011). Critical thinking: Reflection and perspective part II. Inquiry: Critical Thinking Across the Disciplines, 26(2): 5-19. https://doi.org/10.5840/inquiryctnews201126215   [Google Scholar]
  11. Erdem D and Keklik I (2020). Multiple intelligences profiles in prospective teachers. Education Reform Journal, 5(1): 27-44. https://doi.org/10.22596/erj2020.05.01.27.44   [Google Scholar]
  12. Facione PA (2015). Critical thinking: What it is and why it counts. Measured Reasons and the Californias Acedemic Press, California, USA.   [Google Scholar]
  13. Gage T and Smith C (2016). Leadership intelligence: Unlocking the potential for school leadership effectiveness. South African Journal of Education, 36(4): 1-9. https://doi.org/10.15700/saje.v36n4a1328   [Google Scholar]
  14. Greene JA and Yu SB (2016). Educating critical thinkers: The role of epistemic cognition. Policy Insights from the Behavioral and Brain Sciences, 3(1): 45-53. https://doi.org/10.1177/2372732215622223   [Google Scholar]
  15. Iyitoglu O and Aydin H (2015). The relationship between multiple intelligence profiles and reading strategy use of successful English as a foreign language (EFL) readers. South African Journal of Education, 35(2): 1-11. https://doi.org/10.15700/saje.v35n2a980   [Google Scholar]
  16. Johar R, Ikhsan M, and Zaura B (2018). The development of learning materials using contextual teaching learning (CTL) approach oriented on the character education. Journal of Physics: Conference Series, 1088(1): 012039. https://doi.org/10.1088/1742-6596/1088/1/012039   [Google Scholar]
  17. Juhji J and Nuangchalerm P (2020). Interaction between science process skills and scientific attitudes of students towards technological pedagogical content knowledge. Journal for the Education of Gifted Young Scientists, 8(1): 1-16. https://doi.org/10.17478/jegys.600979   [Google Scholar]
  18. Kim S, Raza M, and Seidman E (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1): 99-117. https://doi.org/10.1177/1745499919829214   [Google Scholar]
  19. Ku KY, Ho IT, Hau KT, and Lai EC (2014). Integrating direct and inquiry-based instruction in the teaching of critical thinking: An intervention study. Instructional Science, 42: 251-269. https://doi.org/10.1007/s11251-013-9279-0   [Google Scholar]
  20. Kwangmuang P, Jarutkamolpong S, Sangboonraung W, and Daungtod S (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6): e07309. https://doi.org/10.1016/j.heliyon.2021.e07309   [Google Scholar] PMid:34195420 PMCid:PMC8239472
  21. Lin IH, Chew SW, and Chen NS (2017). A vocal assessment approach to measure elementary school students’ critical thinking skills. In the IEEE 17th International Conference on Advanced Learning Technologies, IEEE, Timisoara, Romania: 419-421. https://doi.org/10.1109/ICALT.2017.30   [Google Scholar]
  22. Malapad LP and Quimbo MAT (2021). Designing an instructional module for classroom teaching based on the multiple intelligences theory. Philippine Social Science Journal, 4(3): 9-18. https://doi.org/10.52006/main.v4i3.372   [Google Scholar]
  23. Meyer MW and Norman D (2020). Changing design education for the 21st century. She Ji: The Journal of Design, Economics, and Innovation, 6(1): 13-49. https://doi.org/10.1016/j.sheji.2019.12.002   [Google Scholar]
  24. Nuangchalerm P (2017). Preservice teachers' twenty first century learning skills: Three different majors of study. International Journal of Advanced and Applied Sciences, 4(7): 124-128. https://doi.org/10.21833/ijaas.2017.07.018   [Google Scholar]
  25. Prachagool V and Nuangchalerm P (2021). Perspectives of Thai educators toward 21st century instruction. Journal of Education and Learning, 15(3): 432-437. https://doi.org/10.11591/edulearn.v15i3.20281   [Google Scholar]
  26. Pradubthong N, Petsangsri S, and Pimdee P (2019). Space learning model for flipped classroom: Startup to improve learning and innovation skills in higher education. Scholar: Human Sciences, 11(1): 170-180.   [Google Scholar]
  27. Rery RU and Anwar L (2021). The development and validity of CPS-based assessment instrument for critical thinking ability on stoichiometry materials. Journal of Physics: Conference Series, 1788(1): 012026. https://doi.org/10.1088/1742-6596/1788/1/012026   [Google Scholar]
  28. Schlatter E, Molenaar I, and Lazonder AW (2020). Individual differences in children’s development of scientific reasoning through inquiry-based instruction: Who needs additional guidance? Frontiers in Psychology, 11: 904. https://doi.org/10.3389/fpsyg.2020.00904   [Google Scholar] PMid:32477220 PMCid:PMC7241249
  29. Shih YH (2018). Some critical thinking on Paulo Freire's critical pedagogy and its educational implications. International Education Studies, 11(9): 64-70. https://doi.org/10.5539/ies.v11n9p64   [Google Scholar]
  30. Supena I, Darmuki A, and Hariyadi A (2021). The influence of 4C (constructive, critical, creativity, collaborative) learning model on students' learning outcomes. International Journal of Instruction, 14(3): 873-892. https://doi.org/10.29333/iji.2021.14351a   [Google Scholar]
  31. Syahrial S, Asrial A, Kurniawan DA, and Pratama RA (2019). Towards improving the critical thinking skills of pre-service teachers in Indonesia. Journal of Education and Learning, 13(4): 575-582. https://doi.org/10.11591/edulearn.v13i4.13613   [Google Scholar]
  32. Tari DK and Rosana D (2019). Contextual teaching and learning to develop critical thinking and practical skills. Journal of Physics: Conference Series, 1233(1): 012102. https://doi.org/10.1088/1742-6596/1233/1/012102   [Google Scholar]
  33. Trilling B and Fadel C (2009). 21st century skills: Learning for life in our times. Jossey-Bass, San Francisco, USA.   [Google Scholar]
  34. Wisetsat C and Nuangchalerm P (2019). Enhancing innovative thinking of Thai pre-service teachers through multi-educational innovations. Journal for the Education of Gifted Young Scientists, 7(3): 409-419. https://doi.org/10.17478/jegys.570748   [Google Scholar]
  35. Zawacki-Richter O, Marín VI, Bond M, and Gouverneur F (2019). Systematic review of research on artificial intelligence applications in higher education–Where are the educators? International Journal of Educational Technology in Higher Education, 16: 39. https://doi.org/10.1186/s41239-019-0171-0   [Google Scholar]