In order to meet the demands of contemporary educational policy, higher-order thinking skills (HOTS) have shifted into the centre of daily teaching and learning activities. History has been regarded as a required subject for the Malaysia Certificate of Education since 2013. (SPM). The Malaysian Ministry of Education (MoE) thus urges history teachers to employ a variety of instructional tactics that may pique students' interest in the subject. One of them is the Multiple Intelligence Theory, which Howard Gardner put forward in 1983. The importance of the many intelligences theory stems from its direct connection to the area of education. The purpose of this study was to pinpoint the different types of multiple intelligences used by history instructors to encourage HOTS and to elaborate on the instructional strategies that were used in tandem with multiple intelligence to encourage HOTS in students. A qualitative research was carried out to determine the types of multiple intelligences employed and the teaching methods that support the identified intelligence during the implementation of HOTS in the History topic. The test subjects were three superb history teachers. Through the use of interviews, document analysis, and teaching and learning process observation, information was acquired using a triangulation approach. The data was analysed and triangulated using the ATLAS.ti 7.0 programme. The results showed that when HOTS was introduced into history, Verbal-linguistic, interpersonal, and visual-spatial intelligence were primarily utilised by all of the informants. Excellent history instructors have also been found to use the right multiple intelligences in conjunction with other teaching strategies, such as discussion, questioning, and visual presentations, to implant HOTS in their pupils.
Sivapakkiam A. P. Ramasamy,
Faculty of Educational Studies, University Putra Malaysia, 43400 UPM Serdang, Selangor Darul Ehsan, Malaysia.
Fadzilah Abd. Rahman,
Faculty of Educational Studies, University Putra Malaysia, 43400 UPM Serdang, Selangor Darul Ehsan, Malaysia.
Umi Kalthom Abdul Manaf,
Faculty of Educational Studies, University Putra Malaysia, 43400 UPM Serdang, Selangor Darul Ehsan, Malaysia.
Rozita Radhiah Said,
Faculty of Educational Studies, University Putra Malaysia, 43400 UPM Serdang, Selangor Darul Ehsan, Malaysia.
Please see the link here: https://stm.bookpi.org/CRLLE-V7/article/view/7538
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