The Effect of Multiple Intelligence Theory Based Teaching towards Students Achievement on Electrical Circuit Topic Siti Kalimaya(a*), Selly Feranie (b), and Rika Rafikah Agustin (a)
a) International Program on Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung, 40154, Indonesia
*sitikalimaya[at]student.upi.edu
b) Departemen Fisika,Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung, 40154, Indonesia
Abstract
The research aims to identify the effect of implementing multiple intelligence theory based teaching towards students achievement on electrical circuit topic. Totally 66 of 8th grade junior high school students were selected through convenience sampling technique as experimental group subjects of this research. The experimental group was instructed to learn through multiple intelligence theory based teaching as the treatment in learning electrical circuit topic. This experimental study lasted for 6 meetings in 6 weeks and conducted using one group pre-test and post-test design. To see the effect of the treatment on students achievement, an achievement test about electrical circuit topic which consisted of 24 items was distributed and analyzed using SPSS. The result showed that normalized gain value was 0.28 which categorized as a low improvement. In other word, students achievement on electrical circuit topic improved after being taught by multiple intelligence theory based teaching.
Keywords: Multiple Intelligence Theory, Students Achievement, Electrical Circuit Topic
