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Multiple Intelligent

Multiple Intelligent

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Published by Nor Anisa Musa

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Published by: Nor Anisa Musa on Mar 12, 2010
Copyright:Attribution Non-commercial


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The differences of types multiple intelligent own by Form Five Studentsin one of the secondary school in Kota Tinggiwith their races, gender and stream
By: Mazlina Mazlan, Zaleha Ngarip and Nor Anisa Musa
Kajian dijalankan di daerah Kota Tinggi. Sebuah sekolah menengah telah dipilih secara rawak.Seramai 65 orang pelajar dipilih untuk kajian ini. Pelajar-pelajar ini terdiri daripada para pelajar tingkatan lima yang akan menamatkan pengajian mereka pada tahun 2009. Responden terdiridaripada aliran Sains dan juga Sains Kemanusian. Kajian ini bertujuan untuk mengkaji perbezaan antara kecerdasan pelbagai yang dimiliki oleh setiap responden dengan aliran, jantinadan ras. Pengkaji juga menggunakan soalan-soalan penentuan kecerdasan pelbagai daripadaThomas Armstrong
( Multiple Intelligences in the Classroom, 1994)
 publication of theAssociation for Supervision and Curriculum Development, Alexandria
dan Pusat PerkembanganKurikulum (2003). Dapatan kajian yang lepas menunjukkan kebolehpercayaan (
Cronbach Alpha
) item-item adalah antara .68 - .84. Pengkaji menggunakan independent t-test dan jugaANNOVA untuk mendapatkan hasil kajian. Hasil dapat kajian mendapati tiada hubungan yangsignifikan di antara jenis-jenis kecerdasan pelbagai dengan aliran, jantina dan ras.
The research carried out at Kota Tinggi. One of the secondary school stated at Kota Tinggi had been chosen. There were 65 form five students were chosen to be the respondents. They werefrom Science stream and Social Science stream. The purposes of the research are to know thedifferences between the types of multiple intelligences own by the students and their stream,gender and races. The researcher used the questioner from Thomas Armstrong
( Multiple Intelligences in the Classroom, 1994)
 publication of the Association for Supervision andCurriculum Development, Alexandria
dan Pusat Perkembangan Kurikulum (2003). The validityand reliability of these questionnaire is (
Cronbach Alpha
) from .68 - .84. The researcher usedindependent t-test and ANNOVA to analyze the data. The researcher found that there are nosignificant differences between the types of multiple intelligences and their stream, gender andrace as a whole.
The differences of types multiple intelligent own by Form Five Students
in one of the secondary school in Kota Tinggiwith their races, gender and stream
By: Mazlina Mazlan, Zaleha Ngarip and Nor Anisa MusaUTM, Skudai
The nature of Man is closely related to human potential. The nature of Man is defined as a gift or  bestowal that is given by God to human beings either in physical or mental form. Human potential can be defined as the inert ability and capability of man that is deeply buried insidehim. Human potential must be drawn out to know of its existence and must be fully utilized toachieve success in life (Sternberg, 1988).Based on our National Philosophy of Education (NEP), the teachers have their own role toachieve the aims in stated in NEP. They should expand the potential of individuals in a holisticand integrated manner, believe and be obedient to God, knowledgeable, noble character,responsible towards themselves, society and country and last but not least instill integrationamongst citizen who consist of different races. Here, we can see that teachers have their important role to expand the potential of human. The followings aims can be achieved byteachers taking into account the following steps. The teachers should prepare the educationalopportunities to all students without taking into consideration on the aspect of race or religion.They also have to equip individuals with knowledge and skills to enable them to differentiate between the truth and false, facts and opinions as well as between critical and prejudicedthinking. Moreover, the teachers should develop students in healthy way in physical and mentalas well as build an attitude in appreciating others. The teachers also have the responsibility to prepare the students with long life learning so that they can adjust themselves with the scienceand technological changes (Kornhaber, 2004).

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