Evaluating how Multiple Intelligence Teaching Strategies Improve Science Competencies and Cognitive Profiles in Middle School Learners

This study is based on the low attention of teachers on students’ potential compared to academic ability. Teachers’ focus on academic ability as the sole determinant of successful learning causes learning to be incapable of developing the students’ potential called Multiple Intelligences (MI), whereas they can be applied to make students enjoy learning as well as develop the potential and thinking skills of students. To overcome this problem, a teaching strategy based on Multiple Intelligences was developed in science lesson. The effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of 124 of junior high school students. Data were obtained from Multiple intelligences test, Science Process Skills (SPS) test, and observation sheets. The hypotheses were tested using t-test, simple linear regression, and one-way ANOVA. The study revealed that Multiple Intelligences strategy has an effect on and can be a significant predictor of the development of students’ Multiple intelligences. This study showed an improvement of the SPS, specifically in the questioning ability. The results of this study will change the teaching strategy in the future, from academic ability oriented to be multiple intelligences oriented and focus on the potential of each student.

Teaching strategy, Multiple Intelligences, Science Process Skills

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