Inculcation of Higher Order Thinking Skills in History Subject Using Multiple Intelligence Theory | Chapter 5 | Current Research in Language, Literature and Education Vol. 7

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.

Author(s) Details:

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

Analyzing the Procedure of Using Business Intelligence Resources in the Publication of Entrepreneurship Culture: An Applied Study | Chapter 8 | Modern Perspectives in Economics, Business and Management Vol. 2

 Business skills development is crucial for both researchers and experts, and it is incorporated into the early years of schooling. According to Howard Gardner's view, intelligence is made up of nine skills that pupils possess, known as Multiple Intelligence (theoretical intelligence, language, spiritual, musical, natural, movable, personal, social and emotional intelligence). These intelligences have demonstrated their ability to teach students such skills and talents during their school years in order to help them start a future business. This research is regarded as a great learning opportunity since it enables us to discover opportunities and invest in increasing the skills and knowledge required to serve society today and in the future. These skills educate students how to negotiate, communicate, and work as part of a team, all of which are crucial components of the company entrepreneurial architecture.

Author (s) Details

Rasha H. Abbood
Ministry of Higher Education and Scientific Research, Iraq.

Nagham H. Al- Nama'a
Al - Nahrain University, Iraq.

View Book :- https://stm.bookpi.org/MPEBM-V2/article/view/2326

Recent Study on Emphasizing the Concept of Spiritual Intelligence from Islamic and Western Perspectives on Multiple Intelligence | Chapter 12 | New Horizons in Education and Social Studies Vol. 5

 

In the West, numerous intelligence theories were put forward, including the Multiple Intelligences (MI) suggested by Gardner[1], which is the most common. Eight constructs are included in MI theory , i.e. verballinguistic intelligence (VL), logical-mathematical intelligence (LM), visual-spatial intelligence (VS), physical-kinesthetic intelligence (BK), musical intelligence (MZ), interpersonal intelligence (IE), intrapersonal intelligence (IA) and naturalist intelligence (NR). The ninth intelligence introduced by Gardner [2] is spiritual intelligence (SI). In the spiritual intelligence sense, this concept paper aims to equate the theory of MI by the West with Islamic perspectives. As the construction of the MI is still being debated among Western scholars, researchers feel called upon to discuss this issue. Among Islamic scholars, it has also been discussed widely. The MI constructions are based on the Quran and the As-Sunnah, which consist of seven realms, namely seven domains, from the Islamic perspective. The soul (al-ruh), qalbu (al-qalb), heart (al-nafs), mind (al-'aql)), philosophy, practise and morality. To gain a deeper understanding, discussions of spiritual intelligence constructs, which are one of the constructs in MI theory, are required. The discussion must emphasise how its goals can be accomplished by applying the MI theory for teaching and learning processes. Furthermore, the comparative study of spiritual intelligence between Western and Islamic concepts would emphasise the convergence with the mainly Muslim Malaysian culture of interesting concepts in MI theory to improve spiritual intelligence. It can be inferred that Gardner himself opened up SI 's description and dimensions to a more detailed and holistic discussion and analysis. This is a challenge for Muslim scholars to stress the reality of the theory of SI as a missionary from an Islamic viewpoint.


Author(s) Details

Syuzianti Shaari
Sekolah Kebangsaan Leftenan Adnan, Sungai Ramal Luar, Kajang, Malaysia.

Mohd Effendi Ewan Mohd Matore
Centre of Educational Planning and Policy, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/311