Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
Vol
.
3,
N
o
.
4
,
D
ecem
b
er 20
1
4
, pp
. 23
6~
24
4
I
S
SN
: 225
2-8
8
2
2
2
36
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Problem Based Learning in Coop
erative Situation (PBLCS) and
Its Impact on Developmen
t of Personal Intelligence
Ahm
a
d T
a
lib, Isma
il Bin
Ka
ila
ni
Departm
e
nt
o
f
M
a
them
ati
c
Edu
cat
ion,
F
acul
t
y
o
f
Educ
ation
,
U
n
iversiti
T
e
kn
ologi Ma
la
y
s
i
a
,
Mala
y
s
ia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Nov 5, 2014
Rev
i
sed
No
v
21
, 20
14
Accepted Nov 28, 2014
The objectiv
e of
this stud
y
was focused on the o
b
servation on th
e practice of
PBLCS learnin
g
model, and its imp
act on the development
of personal
intel
ligen
ce (in
t
erpersonal and
intrap
er
sonal) students. This stud
y
used a
quasi-exper
i
mental d
e
si
gn wit
h
one f
actor
m
eas
urem
ent.
The s
t
u
d
y
population was
students of class
XI, IP
A (Natural Scien
ce) SMAN (Senior
High School) 22 in Makassar City
, in
cluding
6 top schools and 16 regular
schools, in
the s
econd semester
in th
e p
e
riod 201
2/2013.
The sample of this
stud
y
in
cluded b
o
th one top scho
ol
and two regular schools using a random
sampling technique. B
a
sed on
the sample
selection techn
i
que, two classes
were selected fr
om the top scho
ol;
SMAN 1 and two classes fr
om regular
classes; SMAN 4, and
SMAN 18, involv
i
ng 103
students for PBLCS and 103
students for PT (traditional
class). Da
t
a
of
this
s
t
ud
y
we
re anal
yz
ed
inferen
tia
ll
y and
descript
ivel
y,
in
ferent
ial
ana
l
y
s
i
s
using m
u
ltivari
a
te st
atist
i
c
and a multivariate analy
s
is using
variance or
one-way
MA
NOVA. The
results of this
stud
y
showed t
h
at
th
e implem
entation of PB
LCS model
(trea
t
ed
class) w
a
s bett
er
than
the
PT strat
e
g
y
(co
n
trolled
cl
ass) in
develop
i
ng
personal intellig
ence of stud
ents
, with the sign
if
ican
ce 0.000
<
α
= 0.05. I
t
was supported by
descr
i
ptiv
e data indica
ting th
at the mean score of personal
intel
ligen
ce d
e
v
e
lopm
ent. Bo
th
interp
er
sonal an
d
intrap
ersonal intel
ligen
ce
of students in
the treated class wa
s higher than the d
e
velopment of
interp
ersonal or intrap
ersonal int
e
llig
enc
e
stud
ent
s
in th
e
control
l
e
d
cl
ass.
Keyword:
In
terp
erson
a
l i
n
tellig
en
ce
PB
LC
S l
ear
ni
n
g
m
odel
Perso
n
a
l i
n
tellig
en
ce
Pro
b
l
e
m
based
l
earni
ng
Copyright ©
201
4 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Ah
m
a
d
Talib
,
Depa
rtm
e
nt
of
M
a
t
h
em
ati
c
Educat
i
o
n,
Facu
lty of E
d
u
catio
n,
Un
i
v
ersiti Tekn
o
l
o
g
i Malaysia,
Sk
u
d
ai
, J
o
h
o
r
B
a
hr
u.
E
m
ail: m
a
talibunm
@yahoo.c
o
m
1.
INTRODUCTION
The T
h
e
r
e are
many factors t
h
at can be
ide
n
tified
a
n
d
ass
o
ciated with poor
st
ude
nt ac
hievem
ent in
math
e
m
atics, eith
er in in
tellig
en
ce or cog
n
i
tiv
e asp
ects
of p
e
rson
al
(p
erso
n
a
lity).
In
term
s o
f
th
e
n
a
ture
o
f
intelligence, e
ducation in
hi
gh school fails to create a
posi
tive characte
r
,
this phenom
enon ca
n
be see
n
from
the beha
vior
of stude
n
ts indi
cating
phenomenon of decline
and
m
o
ral decay
suc
h
as
s
e
x,
drugs,
bull
y
ing,
fights am
ong s
t
ude
nts, going on stri
ke
bruta
lly, students invol
ved in the
culture of hitting
others and
othe
r
crimin
al activ
ity [1
],[2
].
O
n
e fact
o
r
ca
usi
n
g
t
h
e
fai
l
u
re
t
o
u
s
e l
ear
ni
ng
m
e
t
hod t
h
at
i
s
not
foc
u
sed
o
n
devel
opi
ng a
personal intelligence.
This lea
r
ning m
e
t
hod is
appropriate suitable l
earning
m
e
thod i
n
volvi
n
g all
stu
d
e
n
t
s, wh
et
h
e
r th
is ab
ilit
y to
th
in
k
or
work
t
o
g
e
t
h
er as a tea
m
to
so
lv
e th
e
p
r
ob
lem
[3
]. Trad
itio
n
a
l
learning m
e
thods
(CB) are st
i
ll practiced
by
teachers in
secondary schools,
with this method
the teacher is
si
m
p
ly to
sh
are so
m
e
in
sig
h
t
s in
to
th
e
m
i
n
d
s
of th
e stu
d
e
n
t
s with
ou
t id
en
tifyin
g
wh
et
her o
r
n
o
t
th
e co
n
c
ep
t
d
e
scri
b
e
d still rem
a
in
in
th
e min
d
s
of th
e
stu
d
e
n
t
s. To
o
b
tain
kn
owledge o
r
m
a
th
em
a
t
ical co
n
c
ep
ts clearly,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Problem
Base
d Lear
ni
ng in C
o
oper
a
tive Situation (PBLCS)
an
d Its
Impact
on
Develop
me
nt ... (Ahmad Talib)
23
7
learners should m
a
ke active and c
o
nt
i
n
u
o
u
s ef
fo
rt
s.
[4]
-
[
7]
. St
ude
nt
s t
h
em
selves are expecte
d
to i
n
creas
e
th
eir
k
nowledge u
s
i
n
g v
a
riou
s m
e
th
o
d
s an
d co
gn
itiv
e strateg
i
es
d
u
ring
th
eir learn
i
n
g
process.
The m
odel
of pr
o
b
l
e
m
-
based
l
earni
n
g
i
n
a coo
p
e
r
a
tiv
e situ
atio
n
(PBLC
S
), is on
e of th
e learn
i
n
g
m
e
thods that can be a
p
plied to m
a
ke the students active
.
W
i
t
h
this m
odel, the t
eacher gives
the probl
e
m
to
the stude
nts,
which ca
n help s
t
ude
nts to achi
e
ve a highe
r
level of
unde
rsta
ndi
ng, the
n
teachers
gui
de students
t
o
sol
v
e t
h
e
pr
obl
em
, ei
t
h
er a
s
i
ndi
vi
d
u
al
o
r
as a t
e
am
[8]
,
[9]
.
T
h
i
s
i
s
an
effect
i
v
e m
e
t
hod t
h
at
can e
n
hance
m
u
lt
i
p
l
e
i
n
t
e
l
ligence
s [1
0]
,[
1
1
]
.
The p
r
o
b
l
e
m
-
based l
earni
ng i
s
foc
u
se
d on
pr
obl
em
s in whi
c
h st
u
d
e
n
t
s
can
co
nstru
c
t th
eir
o
w
n
kno
wled
ge, d
e
v
e
l
o
p
i
n
qu
iry and
th
in
k
i
n
g
sk
ills to
a h
i
g
h
e
r lev
e
l [12]. Stu
d
e
n
t
s shou
ld
be
ab
le to
fo
rm
u
l
ate a te
m
p
o
r
ary an
swer to
a
p
r
ob
lem
req
u
i
rin
g
log
i
cal in
tellig
en
ce, courag
e and
activ
e so
lu
tion
with
in
real situ
atio
n. Stud
ents also
n
eed
to i
m
p
r
o
v
e
th
ei
r in
d
e
p
e
nd
en
ce, self-con
fi
d
e
n
c
e an
d
en
du
rance to
so
lv
e th
e
p
r
o
b
le
m
.
Su
ch
situatio
n
prov
id
es an
o
ppo
rt
u
n
i
t
y
for stude
n
ts to do a rese
arch and build a
social
relatio
n
s
h
i
p
in a co
op
erativ
e tea
m
wo
rk
[1
3
]
,[14
]. In
ad
d
ition
,
stud
ents h
a
v
e
th
e
opp
ortun
ity to
dev
e
lop
in
terp
erso
n
a
l in
tellig
en
ce to
u
n
d
e
rstand
each
o
t
h
e
r, in
teract, sh
are exp
e
rien
ces and
g
e
t
u
n
d
e
rstand
ing
a
m
o
n
g
me
m
b
ers of the group
ab
ou
t
th
e pro
b
l
em
s t
h
at will b
e
so
lv
ed.
St
u
d
e
n
t
s also
d
e
v
e
l
o
p
th
eir own
in
trap
erson
a
l
in
tellig
en
ce to
b
r
av
ely co
mmu
n
i
cate t
h
eir ideas and
exp
r
ess wh
at
h
e
th
i
n
ks.
Thi
s
st
udy
ap
p
l
i
e
d t
h
e pr
obl
e
m
-based l
earni
ng m
odel
i
n
a coo
p
e
r
at
i
v
e si
t
u
at
i
on
(PB
L
C
S
), an
d u
s
ed
the appropriate
m
odules PBL
C
S. The m
odel was expected
to im
prove the quality of the learning proc
ess as
well as
to
m
a
k
e
st
u
d
e
n
t
s easy in
th
e pro
c
ess of lear
n
i
ng
t
o
m
a
ster
m
a
th
e
m
atics lesso
n
syllab
u
s
,
p
a
rticu
l
arly
un
de
r t
h
e t
opi
c of di
ffe
rent
i
a
l
funct
i
o
n. T
h
e PB
LC
S
m
o
d
e
l
enco
ura
g
es
st
ude
nt
s t
o
act
i
v
el
y
part
i
c
i
p
at
e, i
.
e.
th
ey will b
u
ild
an
d
eng
a
g
e
in
th
e learn
i
n
g
pro
cess, th
e PB
LCS
m
o
d
e
l also
in
vo
lv
es
p
r
ob
lem
-
b
a
sed
learn
i
n
g
m
o
d
e
l an
d
th
e co
op
erativ
e learn
i
n
g
m
o
d
e
l, as o
n
e
o
f
st
ud
ent-cen
tered
learn
i
ng
m
e
th
od
s.
Th
is m
o
d
e
l will h
e
lp
d
e
v
e
l
o
p
th
e
m
u
l
tip
le in
tell
ig
en
ces, in
th
e affectiv
e
as
pect can incre
a
se
m
o
tiva
tio
n, in
d
e
p
e
nd
en
ce, self-
co
nfid
en
ce, assertiv
e an
d
p
o
sitiv
e in
terest
attitu
d
e
, as
well as i
m
p
r
ov
e t
h
e st
u
d
e
n
t
s’ co
op
erativ
e an
d so
cial
relatio
n
s
h
i
p
s
ab
ility [1
4
]
-[16]. Th
is activ
ity clearly
can
en
courag
e t
h
e d
e
v
e
l
o
p
m
en
t o
f
in
terp
erso
nal an
d
in
trap
erso
n
a
l in
tellig
en
ces of stu
d
e
n
t
s. Thu
s
, effo
rts to
d
e
velo
p
m
u
ltip
le i
n
tellig
en
ces in th
e learn
i
ng
pro
c
ess
in
m
a
th
class, is an
im
p
o
r
t
a
n
t
th
ing
o
f
t
h
e inno
v
a
tiv
e
learn
i
ng
m
o
d
e
l th
at will i
m
p
r
ov
e th
e
qu
ality o
f
m
a
t
h
em
at
i
c
s learni
ng
p
r
oces
s i
n
t
h
e se
ni
o
r
hi
g
h
sc
ho
ol
s.
Th
is learn
i
ng
m
o
d
e
l is consid
ered
to
b
e
ab
le to
en
h
a
n
ce m
u
ltip
le in
tellig
en
ces, esp
ecially in
terp
erso
n
a
l an
d in
trap
ersonal in
tellig
en
ces stud
en
ts
[1
7],[18
].
Th
e im
p
act o
f
th
is m
o
d
e
l will p
r
odu
ce st
u
d
e
n
t
s
wh
o do
n
o
t
on
ly h
a
v
e
co
gn
itiv
e i
n
tellig
en
ce, but also
affectiv
e in
tellig
en
ce do
m
a
in
[19
]
-[21
].
1.
1.
Problem B
a
se
d Lear
ning in
Cooper
ative
Situation (PBL
CS)
C
onst
r
uct
i
v
i
s
m
was
b
o
r
n
fr
o
m
t
h
e i
d
ea
of
Pi
aget
an
d
Vy
got
s
k
y
,
i
n
w
h
i
c
h
bot
h
of t
h
e
m
em
phasi
zi
ng
th
at cogn
itiv
e
ch
ang
e
s on
ly
o
ccur i
f
th
e co
n
c
ep
tion
s
t
h
at p
r
ev
iou
s
ly
had
b
e
en
u
n
d
e
rsto
od
were man
a
g
e
d
th
ro
ugh
a t
h
e i
m
b
a
lan
ce (d
iseq
u
ilibriu
m
) p
r
o
cess i
n
o
r
d
e
r to
und
erstan
d
th
e n
e
w
informatio
n
.
A bro
a
der
id
ea
of
Pi
aget
[2
2]
on t
h
e
de
vel
o
p
m
ent
of co
gni
t
i
ve st
ruct
ures
, descri
bes t
h
e s
c
hem
e
as a
m
e
nt
al
st
ruct
u
r
e
of a
p
e
rson
wh
ich
is in
tellectu
a
ll
y ad
ap
ted
to
its en
v
i
ro
n
m
en
t. Sch
e
m
e
is
a p
r
o
c
ess in
a p
e
rso
n
’s realization
syste
m
wh
ich
always ad
ap
ts
an
d
ch
ang
e
s du
ri
n
g
cog
n
itive d
e
velop
m
en
t
.
Furth
e
rm
o
r
e, Piag
et exp
l
ain
s
the
co
gn
itiv
e
p
r
o
c
esses of assim
i
latio
n
,
acco
m
m
o
d
a
tio
n
,
eq
u
i
lib
riu
m
, an
d
d
i
sequ
ilib
riu
m
, in
wh
ich th
e cog
n
itiv
e
p
r
o
cesses are
clo
s
ely in
terrelated
in
t
h
e co
gn
itiv
e
d
e
v
e
lo
p
m
en
t of t
h
e learn
i
n
g
p
r
o
c
ess acco
r
d
i
ng
to
th
e
co
nstru
c
tiv
ist t
h
eory [23
]
.
Co
n
s
t
r
u
c
tiv
ist
learn
i
ng
can
help
stud
en
ts to in
ternalize and
m
o
d
i
fy th
e
new inform
atio
n
,
so
t
h
at th
e
transform
a
t
i
on takes place t
o
produ
ce ne
w knowledge
tha
t
in
turn will
construct
ne
w cognitive
struc
t
ures.
According Vigotsky [6],[24]
that in the constructivism
,
the teacher'
s
role is not a
final answe
r
provi
d
er t
o
stu
d
e
n
t
s' q
u
e
st
io
n
s
, bu
t to
guid
e
th
em
to
o
r
g
a
n
i
ze a
n
d
con
s
tru
c
t kn
owled
g
e
un
til th
ey
acq
u
i
re con
c
epts, so
th
at th
e stu
d
e
nts can
fin
d
th
ei
r an
swer.
Oth
e
r p
r
i
n
cip
l
es of th
e th
eory is Vig
o
t
sk
y, th
e stu
d
e
n
t
s will lea
r
n
the
best
co
ncept
s
whe
n
co
nce
p
t
s
are i
n
t
h
ei
r i
m
m
e
di
at
e devel
o
pm
ent
zone (Z
PD)
.
[
25]
he e
xpl
ai
ne
d t
h
at
t
h
e ZP
D
is a zon
e
of cog
n
itiv
e
d
e
v
e
lop
m
en
t, in
wh
ich
stud
en
ts ar
e
in
th
is zo
n
e
, fo
und
it d
i
fficu
l
t to
so
l
v
e th
ei
r own
pr
o
b
l
e
m
,
but
t
h
ey
can
m
a
nage
wel
l
w
h
e
n
t
h
ey
g
o
t
s
u
p
p
o
rt
fr
om
ot
hers
w
h
o
are
i
n
m
o
re a
d
v
a
nced
d
e
v
e
l
o
p
m
en
t.
Th
e teach
e
rs’
p
o
s
ition
i
n
th
e learn
i
n
g
m
a
th
e
m
atics is to
discu
ss and
co
nsu
lt with stud
en
ts,
or
in
stru
ct
stud
ents to
d
i
scu
s
s
with
o
t
h
e
r st
ud
en
ts in
t
h
e
g
r
o
u
p
learn
i
n
g
, t
h
ey are no
t i
n
po
sitio
n to
g
i
v
e
th
e
avai
l
a
bl
e fi
nal
answ
er.
T
h
e m
eani
n
g
of
di
sc
ussi
o
n
a
n
d
ne
go
tiatio
n
i
n
th
is case is t
o
m
a
k
e
a rou
tin
e
p
r
ob
lem
,
or t
o
gi
ve a
p
r
o
b
l
e
m
i
n
t
h
e fo
rm
of quest
i
ons t
h
at
chal
l
e
nge st
ude
nt
s
t
o
t
h
i
n
k m
o
re and t
o
di
scu
s
s and
n
e
go
tiate fu
rt
her to
so
lv
e the p
r
ob
lem
s
. T
h
is k
i
nd
of
learni
ng practices are releva
nt to the features of
p
r
ob
lem
-
b
a
sed learn
i
n
g
m
o
d
e
l in
a co
op
erativ
e situ
ation
(PBLCS).
Pr
ob
lem
-
b
a
sed lear
n
i
ng
m
o
d
e
l, w
a
s also
fo
und
in
the theory of dem
o
cratic class of John De
wey
[2
6]
, desc
ri
bi
n
g
t
h
at
an o
p
i
n
i
o
n ab
out
ed
ucat
i
on i
n
sc
h
ool
s s
h
o
u
l
d
re
fl
ect
a l
a
rger com
m
uni
t
y
. D
e
we
y
foc
u
se
d on teachers to encour
age stude
n
ts to participat
e in projects or a
ssignm
ents
in the form of problem
s
and m
u
tually
help eac
h
othe
r,
or t
o
s
o
lve
a problem
based
on a teache
r
'
s
gui
de. T
h
e
main im
plication of
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
236 –
244
23
8
dem
o
cratic class theory on PBLCS m
odels, is expecte
d
to
be a sc
hool lab or
pr
oblem
solving place i
n
volvi
ng
a real life, a
n
d the
be
st pla
ce to start i
n
te
llectual co
op
erativ
e wo
rk
i
n
g
r
ou
p
s
tog
e
th
er in
group
s to so
lve
pr
o
b
l
e
m
s
.
B
a
sed o
n
t
h
e t
h
eo
ret
i
cal
st
ud
y
present
e
d ab
ove
, i
t
can be concl
ude
d t
h
at
t
h
e PB
LC
S l
e
arni
ng m
odel
i
s
ori
e
nt
ed
t
o
e
nga
ge
o
r
act
i
v
at
e st
ude
nt
s t
o
sol
v
e
pr
ob
lems in
gr
oup
s. Th
e learn
i
ng pro
cess
do
es
no
t exp
ect
stu
d
e
n
t
s to
ju
st listen
to
, reco
rd
, and
th
en m
e
m
o
rize th
e
lesson
con
t
ent, bu
t th
ey sho
u
l
d
activ
ely th
ink,
co
mm
u
n
i
cate
with
frien
ds and
u
s
e all th
e po
ten
tial th
ey h
a
v
e
to
exp
r
ess th
ou
gh
ts as wi
d
e
ly as p
o
ssi
b
l
e in
th
e
learning s
o
tha
t
they can
bu
ild
m
ean
in
g
f
u
l
k
nowledg
e,
b
o
th
p
e
rson
ally an
d
i
n
a team
.
Accord
ing
Vigo
tsky
[27],[28] this
m
e
thod will be
m
o
re
likely
to occur when students ar
e
accom
p
anied by a pers
on who
ha
s
h
i
gh
er
kn
owled
g
e
, fo
r ex
am
p
l
e, a frien
d
who
is m
o
re p
r
of
icien
t
o
r
a teacher as a facilitato
r
wh
o
can
h
e
lp
step
by
st
ep i
n
t
h
e l
earni
n
g
p
r
ocess,
t
h
ey
c
a
n
pr
ovi
de
assistan
ce wh
en n
e
ed
ed. Th
is is in
lin
e
with
th
e
characte
r
istics of c
o
ope
r
ative
learning
in
wh
i
c
h
th
e learn
i
ng is u
n
d
e
rtak
en
th
ro
ugh
a co
llab
o
rativ
e team
,
with
t
h
e go
al
of
hu
m
a
ni
st
i
c
t
h
eor
y
, i
n
whi
c
h t
h
e
l
earni
n
g
p
r
oce
ss begi
ns f
r
om
t
h
e i
n
t
e
ract
i
o
n
am
ong st
u
d
e
n
t
s
, t
h
e
i
n
t
e
ract
i
on
bet
w
een st
ude
nt
s
and t
eac
hers
, t
h
e ai
m
of t
h
i
s
m
e
t
hod i
s
t
o
h
u
m
a
ni
ze hum
an. T
hus
, t
h
e t
h
eory
o
f
th
is stud
y is
no
t on
ly appr
opr
iate, bu
t also
v
e
r
y
su
p
por
tive to
th
e pur
po
se and
ch
aracteristics o
f
th
e
PBLCS
learning.
1.
2.
Multiple Intel
lig
ences
Accord
ing
to [29
]
, th
e mu
ltip
le in
tellig
en
ces can
chan
g
e
ab
le an
d d
y
n
a
m
i
c. Th
e m
u
ltip
le
in
tellig
en
ces dev
e
lop
m
en
t d
o
e
s n
o
t
no
t o
ccur in
cid
e
n
t
ally o
r
i
m
m
e
d
i
ate
l
y,
b
u
t
requ
ires time an
d
p
r
o
cesses in
th
e fo
rm
o
f
m
u
ltip
le in
tellig
en
ces. Schoo
l env
i
ro
n
m
en
t, p
a
rticu
l
arly activ
it
ies in
th
e learnin
g
p
r
o
cess i
n
math
class is p
o
t
en
tially
i
m
p
l
e
m
e
n
ted
m
u
ltip
le
in
tellig
en
ces. In
tellig
en
ce poten
tial o
f
stu
d
en
ts can
g
r
ow in
a
p
o
s
itiv
e way,
wh
en
teach
e
rs
in
clu
d
e
elem
e
n
ts
o
r
po
sitiv
e activ
ities in
t
h
e learn
i
ng mo
d
e
ls th
at can
d
e
v
e
l
o
p
m
u
l
tip
le in
tell
ig
en
ces. Th
e t
h
eory
o
f
m
u
ltip
le in
tellig
ences b
e
liev
e
s t
h
at a
p
e
rson
's in
tellig
en
ce can
b
e
d
e
v
e
l
o
p
e
d
t
h
rou
g
h
learn
i
n
g
activ
ities [29
]
,[1
0
]
.
Th
is th
eo
ry
su
ppo
rts
t
h
e learn
i
ng
fo
cu
sed
o
n
stud
en
t, i.e.
th
e
learn
i
ng
t
h
at fo
cuses
o
n
p
r
ob
lem
so
lv
in
g
an
d coop
era
tive wo
rk
, b
ecause with su
ch learn
i
n
g
activ
ities, the
stu
d
e
n
t
s will ex
p
e
rien
ce th
e t
r
u
e
real learn
i
n
g
p
r
o
cess in
t
h
e classro
o
m
, so
it can
g
i
v
e
a p
r
o
f
o
und
imp
act o
n
th
e learn
i
ng
of
math
e
m
atics. I
f
th
e sen
i
o
r
h
i
gh
schoo
ls in
tend
to
d
e
v
e
lop
mu
ltip
le in
tellig
en
ces, th
en
app
l
yin
g
the PBLCS m
odel in m
a
the
m
atics learning
process
,
is th
e
appropriate step [15]. Ma
the
m
atic teachers need
t
o
b
e
wise and
activ
e in
p
l
ayin
g
a ro
le in
selectin
g
and
u
s
i
n
g
ap
propriate learn
i
ng
m
o
del in
th
e class
r
oo
m
,
teachers are e
n
courage
d
to
take initiatives to adopt the learni
ng m
ode
ls that can devel
op inte
rpe
r
sonal and
intrape
r
sonal i
n
telligences
of studen
ts [17],[10],[11].
Also teache
r
s al
so nee
d
to le
ave the tra
d
itional
st
rat
e
gi
es i
m
plem
ent
e
d,
whi
c
h
do
n
o
t
o
n
l
y
fai
l
t
o
i
m
pro
v
e aca
dem
i
c
achi
e
vem
e
nt
, but
d
o
not
de
vel
o
p
m
u
l
tip
le in
telli
g
e
n
c
es
o
f
learners.
1.
3.
Personal I
n
tel
ligences
In
tellig
en
ce
Psych
o
l
og
ists exp
e
rts m
e
n
tio
n
an
d
con
f
i
r
m
th
e ex
isten
ce
o
f
in
terp
erso
n
a
l i
n
tellig
en
ces
as
p
a
rt o
f
th
e m
u
l
tip
le in
tell
i
g
en
ce i.e. [29
]
, If Tho
r
n
d
i
k
e
[3
0
]
refers it as so
cial in
tell
ig
en
ce, th
is m
e
a
n
s th
at
ch
ild
ren
who
h
a
v
e
i
n
terp
erso
n
a
l in
tellig
ence will b
e
ab
le to
estab
lish
social relatio
n
s
h
i
p
s
wit
h
o
t
h
e
r
p
e
op
le,
b
e
ab
le to
estab
lish
co
mm
u
n
i
catio
n
,
b
e
ab
le to
ex
pr
ess e
m
pat
h
y
wel
l
,
and
be abl
e
t
o
devel
o
p a ha
r
m
onic
relatio
n
s
h
i
p
with
o
t
h
e
r so
cial en
v
i
ron
m
en
ts. Th
ey will
b
e
ab
le to
un
d
e
rstan
d
q
u
i
ck
ly te
mp
eram
en
t, ch
aracter
and pe
rs
onality of
othe
rs, to unde
rstand t
h
e m
oods, m
o
tiv
es a
n
d intenti
ons
of
othe
rs.
All these e
f
forts will
encourage
the
m
m
o
re succes
sful i
n
inte
r
acting with their s
o
cial environm
ent.
If th
e i
n
trap
erso
n
a
l in
tellig
ence is a p
a
rt of
m
u
ltip
le
in
tell
ig
en
ces stated
b
y
Gardn
e
r, intrap
erson
a
l
in
tellig
en
ce can
b
e
bro
a
d
l
y d
e
fi
n
e
d
as in
t
e
llig
en
ce b
e
lon
g
i
n
g
to
t
h
e in
d
i
v
i
du
al en
ab
lin
g
to
un
d
e
rstand
th
em
selv
es. If
it is d
e
fin
e
d
i
n
th
e n
a
rro
w
sense, it is th
e ab
ility o
f
in
d
i
v
i
d
u
als to
k
now and
id
en
tify em
o
tio
n
s
,
as well as
kn
ow th
e weakn
e
sses with
i
n
the
m
selv
es, so
t
h
at they ca
n
m
o
tivate them
selves.
[31] st
ates that
b
a
sically ev
ery
p
e
rson
h
a
s b
e
en
award
e
d
i
n
trap
erso
n
a
l in
t
e
llig
en
ce,
b
u
t
t
h
e d
e
gree v
a
ri
es, and
u
s
u
a
lly th
e
p
e
rson
wh
o
h
a
s th
e ch
aracteristics o
f
in
traperson
a
l
in
tellig
en
ce will
m
a
n
i
fest th
em
se
lv
es as so
m
e
o
n
e
who
feels co
m
f
o
r
tab
l
e to
t
h
em
sel
v
es,
satisfied
an
d h
a
v
e
po
sitiv
e th
i
n
k
i
n
g
b
e
cau
se
what th
ey d
o
b
a
sed
on th
eir
o
w
n
real ab
ility. In
t
h
is con
t
ex
t, it can
also
b
e
argu
ed
t
h
at in
trap
erso
n
a
l i
n
tellig
en
ce is th
e ab
ility to
iden
tify
th
em
selv
es, so
th
ey will h
a
v
e
a clear an
d po
sitiv
e co
ncep
t as well as
self-i
mag
e
[2
9
]
.
Effects of PBLCS
m
o
d
e
l to
ward
p
e
rso
n
al in
tellig
en
ce can
o
ccur, as suppo
rted
b
y
[32
]
an
d
[10
]
, wh
o
d
e
scri
b
e
s th
at t
h
e m
u
ltip
le in
tellig
en
ces can
b
e
dev
e
l
o
p
e
d
,
t
h
is stud
y learned
th
at
u
s
ing
PBLCS m
o
d
e
l, wh
ich
i
s
al
so su
p
p
o
r
t
e
d by
a l
ear
ni
n
g
t
h
e
o
ry
of
Pi
aget
, Vi
got
s
k
y
,
B
r
u
n
er
, De
wey
,
A
u
s
ubel
,
H
u
b
e
rm
as and M
a
s
l
ow
,
so t
h
e
use
of
PB
LC
S m
odel
wi
t
h
t
h
e act
i
v
i
t
y
l
earni
ng
p
h
a
ses, t
h
at
ca
n
hel
p
st
ude
nt
s t
o
m
a
ni
fest
t
h
ei
r best
ab
ility, so
th
ey
m
a
y
d
e
v
e
lop
th
eir team wo
rk
sk
ills in
g
r
o
u
p
s
, also
stu
d
en
ts can
d
e
v
e
lo
p
th
eir in
terperson
a
l
in
tellig
en
ce, an
d in
crease i
n
d
e
p
e
nd
en
ce and
self-co
n
fid
e
n
ce and
are
no
t easily fru
s
t
r
ated
,
o
r
stud
en
ts can
d
e
v
e
l
o
p th
eir in
trap
erson
a
l intellig
en
ce.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Problem
Base
d Lear
ni
ng in C
o
oper
a
tive Situation (PBLCS)
an
d Its
Impact
on
Develop
me
nt ... (Ahmad Talib)
23
9
2.
R
E
SEARC
H M
ETHOD
Thi
s
st
u
d
y
u
s
ed a
quasi
-e
xpe
ri
m
e
nt
al
m
e
t
hods
(q
ua
si
expe
ri
m
e
nt researc
h
)
,
n
o
t
t
h
e act
ual
expe
rim
e
ntal s
t
udies, because
the select
ed sa
m
p
le were available classes.
Stude
nts of the class were selected
by
t
h
e seni
o
r
h
i
gh sc
ho
ol
pa
rt
i
e
s i
n
M
a
kassa
r C
i
t
y
, t
h
e sam
p
l
e
fo
r t
r
eat
ed
cl
ass and co
nt
rol
l
e
d cl
asses
were
d
i
fficu
lt to
o
r
co
u
l
d
no
t b
e
selected
at ran
d
o
m
[3
3
]
. Also
in
th
is stu
d
y
, th
e research
er can
no
t co
n
t
ro
l all th
e
vari
a
b
l
e
s t
h
at
are rel
e
vant
,
a
s
has
bee
n
e
x
p
l
ai
ned
bef
o
re
[
34]
, a
s
t
h
e
si
t
u
at
i
o
n
o
f
t
h
i
s
st
udy
doe
s
not
al
l
o
w
researc
h
er
s t
o
cont
rol
or m
a
ni
pul
at
e al
l
rel
e
vant
vari
a
b
l
e
s,
t
h
e q
u
asi
-
e
x
p
e
ri
m
e
nt
al
st
udi
es can
be a
ppl
i
cabl
e
.
Furt
herm
ore,
he ad
ded t
h
at
one o
f
t
h
e p
u
r
p
oses o
f
qu
asi
-
ex
peri
m
e
nt
al
m
e
t
hods i
s
t
o
obt
ai
n i
n
fo
r
m
at
i
on
th
ro
ugh
th
e stud
y o
f
u
s
ing
act
u
a
l exp
e
rim
e
n
t
. Th
e prin
ci
p
a
l activ
ities o
f
th
is stu
d
y
is to
dev
e
lop
a m
o
d
e
l fo
r
pr
o
b
l
e
m
-
based
l
earni
n
g
i
n
a
coo
p
er
at
i
v
e s
i
t
u
at
i
on (
P
B
L
C
S
) an
d a
p
p
r
op
ri
at
e PB
LC
S m
odul
e, an
d t
h
e
n
i
m
p
l
e
m
en
t th
e PBLCS m
o
d
e
l, wh
ich
is con
t
ro
lled
b
y
trad
itio
n
a
l learn
i
n
g
strateg
i
es (PT),
to
see t
h
e effect o
n
th
e d
e
v
e
lop
m
e
n
t o
f
i
n
terp
erso
n
a
l in
tellig
ence an
d
i
n
tellig
en
ce in
trap
erso
n
a
l stud
en
ts,
th
e th
ree in
tell
ig
en
ces
were called
as th
e
d
e
p
e
nd
ent v
a
riab
le. Th
e in
dep
e
nd
en
t
v
a
riab
le in th
i
s
stud
y is t
h
e
meth
o
d
of learn
i
n
g
.
B
e
fo
re st
art
i
n
g
t
h
e st
udy
,
ho
m
ogenei
t
y
sam
p
l
e
t
e
st
was do
ne i
n
ad
va
nce,
i
t
aim
e
d at
det
e
rm
i
n
i
ng whet
her t
h
e
t
r
eat
ed cl
ass a
n
d c
ont
rol
l
e
d
cl
asses i
n
a
hom
oge
ne
ou
s
or
n
o
t
.
The
st
udy population was students of
class XI IP
A
(Nat
ural Science) SM
AN (Se
n
io
r Hig
h
Sc
h
ool
)
22
i
n
M
a
kassa
r C
i
t
y
, i
n
cl
u
d
i
n
g
6
t
o
p sc
ho
ol
s a
nd
1
6
re
gu
lar scho
o
l
s, i
n
th
e seco
nd
se
m
e
ster in
th
e p
e
ri
od
20
1
2
/
2
01
3.
Th
e i
nde
pe
nde
nt
vari
a
b
l
e
o
f
t
h
i
s
st
udy
was rel
a
t
e
d t
o
t
h
e
ap
p
l
i
cat
i
on of
PB
LC
S l
earni
ng
m
odel
,
co
n
t
ro
lled b
y
usin
g trad
ition
a
l
learn
i
n
g
strateg
i
es (PT).
Th
e sam
p
le
o
f
th
is stu
d
y
i
n
clud
ed b
o
t
h
o
n
e
top
sch
o
o
l
and
t
w
o
reg
u
l
a
r sc
ho
ol
s
usi
n
g a
ra
nd
om
sam
p
li
ng t
e
c
hni
q
u
e. B
a
se
d
o
n
t
h
e sam
p
l
e
sel
ect
i
on t
e
c
hni
qu
e, t
w
o
classes were s
e
lected from
the
top
schoo
l; SMAN
1
and two
classes fro
m
regular cla
sses; SMAN
4, and
SM
AN
1
8
, i
n
v
o
l
v
i
n
g
10
3 st
u
d
ent
s
fo
r PB
L
C
S and
1
03
st
ude
nt
s f
o
r t
r
ad
i
t
i
onal
cl
ass. T
hus
, t
h
e t
o
t
a
l
sam
p
l
e
s
were
2
0
6
.
Dep
e
nd
en
t v
a
riab
les stu
d
i
ed
were related
to
p
e
rson
al in
t
e
llig
en
ces, in
clu
d
i
ng
in
terp
erson
a
l
in
tellig
en
ce and
in
t
r
ap
erso
n
a
l
in
tellig
en
ce st
u
d
e
n
t
s.
Th
e
d
a
ta in th
is stud
y
were co
llected
t
h
roug
h
qu
estion
n
a
i
r
es
o
f
in
t
e
rp
erso
n
a
l i
n
tellig
en
ce, and
in
trap
erso
n
a
l i
n
tellig
en
ce of
stu
d
e
n
t
s, stud
en
t feed
b
a
ck
,
an
d
acad
e
m
i
c a
c
h
i
ev
em
en
t tests o
f
m
a
th
b
a
sed
on
o
f
di
ffe
re
nt
i
a
t
i
o
n
of
du
pl
i
cat
e t
opi
cs
di
st
ri
b
u
t
e
d t
o
t
w
o g
r
o
ups
, t
h
e t
r
eat
e
d
g
r
o
u
p
an
d t
h
e co
nt
r
o
l
l
e
d
gr
o
u
p
.
Qu
esti
o
n
n
a
ire
o
f
in
terp
erson
a
l in
tellig
en
ce an
d in
tr
ap
ersonal in
tellig
en
ce
are in th
e
form of Lik
e
rt.
In
or
der t
o
m
eet
t
h
e cri
t
e
ri
a of val
i
d
ques
t
i
onnai
r
es, t
h
e
fi
rst
quest
i
o
n
n
ai
re co
nt
ent
val
i
d
i
t
y
was
ex
am
in
ed
b
y
t
h
e
v
a
lid
ator, t
h
en
calcu
lated
valid
ity a
n
d
reliab
ility with
software BUTPAD Mu
ltipo
i
n
t
Scale.
Th
e
resu
lts o
b
t
ain
e
d
27
ite
m
q
u
e
stio
nn
aires with
a v
a
lid
in
t
e
rp
erso
n
a
l
realib
iliti 0
9
1
3
,
and
ob
tain
ed
a
29
item
q
u
e
stio
nn
aire with
a v
a
lid
in
t
r
ap
erso
n
a
l reliab
ility
0
8
74.
Th
e qu
estionnaire o
f
i
n
terp
erson
a
l in
tellig
en
ce w
a
s
d
i
stri
b
u
t
ed
to
d
e
termin
e th
e lev
e
l o
f
stud
en
ts'
in
terp
erso
n
a
l i
n
tellig
en
ce.
Th
e qu
estionn
aire was
d
e
v
e
lo
p
e
d
b
a
sed
on
ind
i
cato
r
s
o
r
ch
aracteristics o
f
in
terp
erso
n
a
l in
tellig
en
ce,
n
a
mely (1
) so
cial sen
s
itiv
ity, (2
) so
cial v
i
sio
n
, an
d
(3) so
cial
co
mm
u
n
i
catio
n
.
Th
e
q
u
e
stio
nn
aire
o
f
in
t
r
ap
erso
nal in
tellig
en
ce was d
i
stribu
ted
to
d
e
term
in
e
th
e lev
e
l o
f
stu
d
e
n
t
s' in
traperson
a
l
in
tellig
en
ce. Th
e qu
estionn
aire was
d
e
v
e
lo
p
e
d
b
a
sed
on
ind
i
cato
r
s
o
r
ch
aracteristics o
f
i
n
traperson
a
l
intelligence, this questionnaire cons
iste
d of three m
a
in com
pone
nts intr
ape
r
s
onal inte
lligence, nam
e
ly (1)
id
en
tify
h
i
m
s
el
f,
(2) sel
f-m
o
t
i
v
atio
n, an
d (3
)
man
a
g
e
them
s
e
lv
es.
Th
e
d
a
ta of th
i
s
stu
d
y
were an
alyzed
inferen
tially
an
d
d
e
scrip
tiv
ely,
b
y
u
s
ing
inferen
tial an
alysis of
m
u
l
tiv
ariate statistic an
alysis
, a m
u
ltiv
ariat
e
an
alysis
o
f
varian
ce o
r
M
A
NOVA
[3
5
]
, [3
6
]
, [9
]. Descrip
tiv
e
anal
y
s
i
s
was
u
s
ed t
o
desc
ri
be
t
h
e hi
ghest
va
l
u
e, t
h
e l
o
we
st
val
u
e
,
t
h
e m
ean,
perce
n
t
a
ge
,
st
anda
r
d
de
vi
at
i
on
an
d
freq
u
e
n
c
y d
i
stribu
tio
n
o
f
in
terp
erso
n
a
l in
tellig
en
ce
and in
trap
erson
a
l in
tellig
en
ce of stu
d
e
n
t
s. Accord
i
ng
t
o
[1
8]
, t
h
e M
A
N
O
VA a
n
al
y
s
i
s
i
s
used t
o
t
e
st
a hy
pot
hesi
s. B
e
fo
re t
e
st
i
ng t
h
e hy
pot
he
ses, t
h
e ass
u
m
p
t
i
o
n
s
need to be
tested
in a
d
vance
according t
o
se
veral c
r
ite
ria,
na
m
e
ly: (1) isol
ation
(indepe
n
dence
)
of the
values
of
obse
r
vat
i
o
n
,
(2
) h
o
m
ogen
e
i
t
y
t
e
st
usi
n
g
Levene'
s
Tes
t
, and (
3
) n
o
r
m
al
it
y
of gr
o
up
dat
a
di
st
ri
but
i
o
n
exam
i
n
ed usi
n
g
pl
ot
s a
n
d
Kol
m
ogor
ov
Sm
i
r
no
v
-
Test
t
o
see
i
f
t
h
e
dat
a
i
s
n
o
rm
al
l
y
di
st
ri
but
ed
dat
a
.
3.
R
E
SU
LTS AN
D ANA
LY
SIS
3
.
1
Dev
e
l
o
pment o
f
Perso
n
al
Inte
llig
ence Ba
sed
Lea
r
ni
ng
Metho
d
3.
1.
1
Devel
o
p
ment
o
f
In
ter
p
erson
al
I
n
tel
l
i
g
ence (
K
IE
R) in
treated class
(PBLC
S)
and
contr
o
lled class
(PT)
The treated class is was clas
s with PBLCS learni
ng m
o
del, and the controlled class was the class
with
th
e trad
itio
n
a
l learn
i
ng
strateg
i
es (PT). Tab
l
e 1
pr
esents th
e statis
tica
l
d
e
v
e
lop
m
en
t
o
f
KIER in
tellig
ence
o
f
th
e t
w
o gr
oup
s
o
f
stud
en
ts.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
236 –
244
24
0
Tab
l
e
1
.
Statistical d
a
ta d
e
v
e
l
o
p
m
en
t of in
terp
erso
n
a
l i
n
tellig
en
ce
(KIER
)
in
treated class (R) and
con
t
rolled
class (K
)
S
t
a
t
is
ti
c
KI
ER
(In
te
rp
erso
n
a
l)
R
K
N 103
103
M
ean
9.
10
0.
61
M
e
dian 8.
00
0.
00
Dev.
Standar
t
5.
43
3.
86
M
i
nim
u
m
-
2
-
12
M
a
xim
u
m
30
13
In
terp
erson
a
l i
n
tellig
en
ce
questio
nn
aire
u
s
ed
a
qu
estion
n
a
ire con
t
ain
i
ng
2
7
ite
m
s
. Th
e
in
stru
m
e
n
t
was d
i
st
ribu
ted
to
d
e
term
in
e th
e lev
e
l of stu
d
e
n
t
s' in
terp
erso
n
a
l in
tel
lig
en
ce. Loo
k
i
n
g
at th
e m
ean
score
results
of the t
w
o classes as
shown in Ta
ble 1, that is
the
m
ean score
developm
ent
of treated class i
.
e.
9.10
and the c
ontrol
l
ed class i.e. 0.61, th
en it shows that the
m
e
an score de
ve
l
opm
ent
of K
I
E
R
st
udent
s at
t
r
eat
ed
cl
ass i
s
hi
ghe
r
t
h
an t
h
e m
ean
score
de
vel
o
p
m
ent
of
KIER
at
co
nt
r
o
l
l
e
d c
l
ass.
If obse
rve
d
the
m
o
re detailed of sc
ore fi
ndings
for each indicator (aspects of intelligence), it was
fo
u
nd t
h
at
t
h
e
m
ean scor
e de
vel
o
pm
en
t of treated class
was higher tha
n
the m
ean score
the controlled class
st
ude
nt
s, s
h
ow
i
ng t
h
at
m
ean score
de
vel
o
p
m
ent
i
ndi
cat
o
r
of
soci
al
se
nsi
t
i
v
i
t
y
i
s
t
h
e hi
ghe
st
sco
r
es i
.
e. 0
.
4
4
,
and s
o
cial comm
unication indicator
was
0.24 as the
lowest
mean scores.
3
.
1
.
2
The develo
pment of i
n
tra
p
erso
n
a
l
intellig
ence
(KIRA)
in trea
ted
cla
ss (PBLCS) a
n
d
co
ntro
lled
class (PT)
Tab
l
e
b
e
low
p
r
esen
ts th
e statistical d
e
v
e
lopmen
t o
f
KIRA
in
tellig
en
ce
o
f
th
e two
g
r
ou
p
s
of stud
en
ts.
Tab
l
e
2
.
Statistical d
a
ta d
e
v
e
l
o
p
m
en
t of in
t
r
ap
erson
a
l in
tellig
en
ce
(KIR
A) in
treated
class (R)
and controlled
class (K)
S
t
a
t
is
ti
c
KI
RA
(
I
n
t
rap
e
rso
n
al)
R K
N 103
103
M
ean
9.
21
0.
28
M
e
dian 8.
00
0.
00
Dev.
Standar
t
9.
13
4.
00
M
i
nim
u
m
-
7
-
14
M
a
xim
u
m
34
11
Questi
onnaire
of intra
p
ers
o
nal
intelligenc
e
invol
ves a que
stionn
aire containi
ng 29
item
s
.
The
in
stru
m
e
n
t
was d
i
stribu
ted
t
o
d
e
term
in
e th
e lev
e
l of stud
en
ts' in
trap
erso
n
a
l
in
tellig
en
ce.
If resu
lts m
ean
sco
r
es
resu
lts of th
e two
classes as sh
own
in
Tab
l
e
2
,
i.e. th
e m
ean score de
velopment of
KIR
A
treated class i.e 9.21
and m
ean score de
velopm
ent of
controlled
class i.e. 0.28
,
th
en
it sh
owed th
at th
e m
ean
sco
r
e d
e
v
e
lopmen
t o
f
KIR
A
stude
n
ts
at treated class
is hi
ghe
r tha
n
mean sc
o
r
e
de
vel
o
pm
ent
of
KIR
A
st
u
d
e
n
t
s
at
co
nt
r
o
l
l
e
d c
l
ass.
If
we l
o
ok
ed t
h
e fi
ndi
ngs
m
o
re det
a
i
l
s
f
o
r e
ach i
n
di
cato
r
(asp
ects of in
tel
lig
ence), the
n
i
t
was found
t
h
at
t
h
e m
ean
score
de
vel
o
p
m
ent
of K
I
R
A
st
ude
nt
s i
n
the treated class
was hi
ghe
r than the m
ean score
s
devel
opm
ent
for eac
h i
ndi
cat
or
of K
I
R
A
. If
t
h
e
m
ean score
for eac
h indicator was
observed in treate
d
class, it
sho
w
e
d
t
h
at
t
h
e m
ean score
of
de
vel
o
pm
ent
i
ndi
cat
o
r
s
t
o
know them
selves
was t
h
e
hi
ghe
st m
ean score
i.e.
12
.3
3,
an
d i
ndi
cat
ors
o
f
sel
f
-
m
anagem
ent is 0.29 as
the l
o
west sc
ores
.
3
.
2
Perso
n
a
l
Intellig
ence
Dev
e
lo
p
ment Acco
rding
to Schoo
l
Lev
e
l
3
.
2
.
1
The Develo
pment o
f
Interperso
n
a
l
Intellig
ence
(KIER) on Both To
p Schoo
l
a
n
d Reg
u
l
a
r
Schoo
l
Lev
e
l
Both students
who we
re acce
pted at top level scho
ols and
stude
nts who
were
acce
pted
at the regula
r
sch
ool
det
e
rm
ined
base
d o
n
part
i
c
ul
a
r
cri
t
e
ri
a set
by
t
h
e Educat
i
o
n C
o
m
m
i
t
t
ee of Makassa
r C
i
t
y
.
Tabl
e
b
e
low
p
r
esen
ts th
e statistical in
tellig
en
ce
d
e
velo
p
m
en
t o
f
KIER stud
en
ts at
b
o
t
h
scho
o
l
levels.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Problem
Base
d Lear
ni
ng in C
o
oper
a
tive Situation (PBLCS)
an
d Its
Impact
on
Develop
me
nt ... (Ahmad Talib)
24
1
Tabl
e
3.
St
at
i
s
t
i
cal
dat
a
de
vel
opm
ent
o
f
i
n
t
e
l
l
i
g
ence
KIER
at
bot
h t
o
p
sch
ool
(S
U)
an
d
r
e
gul
a
r
sch
o
o
l
(SB
)
S
t
a
t
is
ti
c
KI
ER (Interpersonal)
SU
SB
N 70
136
M
ean
4.
51
5.
03
M
e
dian 3.
00
3.
50
Dev.
Standar
t
6.
51
6.
26
M
i
nim
u
m
-
12
-
6
M
a
xim
u
m
19
30
Lo
oki
ng at
t
h
e
m
ean sco
r
e fi
ndi
ng
s at
b
o
t
h
t
h
e sch
o
o
l
l
e
ve
l
as sh
ow
n i
n
Tabl
e 3
,
i
t
was
con
c
l
u
ded
t
h
at
t
h
e
m
ean
score f
o
r KIE
R
st
udent
s o
f
t
op l
e
vel
i
.
e. 4
.
5
1
an
d t
h
e
m
ean sco
r
e of st
ude
nt
s i
n
t
h
e r
e
gul
a
r
scho
o
l
i.e.
5
.
03
, th
is m
ean
s th
at th
e m
ean
sco
r
e
o
f
i
n
terp
erson
a
l in
tellig
en
ce of regu
lar
scho
o
l
lev
e
l st
u
d
e
n
t
s
was
h
i
gh
er th
an
top
lev
e
l scho
o
l
stud
en
ts.
3
.
2
.
2
The Develo
pment of Intra
p
ers
o
n
a
l
Intellig
ence (KIRA)
o
n
Both To
p Scho
o
l
a
nd
Regula
r
Schoo
l
Lev
e
l
Tab
l
e b
e
l
o
w
presen
ts t
h
e statistical d
e
v
e
lo
p
m
en
t o
f
KIRA stud
en
ts’ intellig
en
ce o
f
bo
th
sch
ool
lev
e
l.
Tabl
e
4.
St
at
i
s
t
i
cal
dat
a
de
vel
opm
ent
o
f
i
n
t
e
l
l
i
g
ence
KIR
A
at
bot
h t
o
p
sch
ool
(S
U)
and
re
g
u
lar
sc
ho
ol
(SB)
S
t
a
t
is
ti
c
KI
R
A
(Intrap
ersonal)
SU
SB
N 70
136
M
ean
8.
36
2.
89
M
e
dian 4.
50
2.
00
Dev.
Standar
t
11.
50
5.
26
M
i
nim
u
m
-
14
-
7
M
a
xim
u
m
34
29
If th
e m
ean
sco
r
es
find
ing
s
of bo
th
scho
o
l
lev
e
ls
we
re obs
e
rve
d
, the Tabl
e 4 showed t
h
a
t
the
m
ean
score
s
of
K
I
R
A
sc
ho
ol
st
ude
nt
s i
n
t
h
e t
o
p
s
c
ho
ol
l
e
vel
i
.
e.
8.
3
6
a
n
d
t
h
e
m
ean sco
r
e
of
reg
u
l
a
r
sch
o
o
l
st
ude
nt
s
lev
e
l i.e. 2
.
8
9
.
Th
is m
ean
s th
at th
e
m
ean
sco
r
e
o
f
in
t
r
ap
erso
nal in
tellig
en
ce at to
p
sch
o
o
l
stu
d
e
n
t
was
h
i
gh
er
t
h
an t
h
e m
ean
score
s
of
re
gul
ar sc
ho
ol
st
ude
nt
s.
3.
3
E
f
fect
s of L
e
arni
n
g
Met
h
od
Thi
s
st
u
d
y
i
n
v
o
l
v
e
d
one
fact
or
(i
n
d
e
p
en
de
nt
va
ri
abl
e
)
,
2
res
p
o
n
ses
(
d
e
p
en
de
nt
va
ri
ab
l
e
), an
d
2
0
6
st
ude
nt
s fr
om
three se
ni
o
r
hi
g
h
sch
o
o
l
s
o
n
as st
udy
sam
p
l
e
s. The fact
or
w
a
s t
h
e l
earni
n
g
m
e
t
hod,
havi
n
g
t
w
o
lev
e
ls, th
e
PBLCS learn
i
n
g
m
o
d
e
l an
d
th
e trad
itio
n
a
l le
a
r
ni
ng st
rat
e
gi
e
s
. The
r
e
were
t
w
o t
y
pes
o
f
t
e
st
i
n
g
hy
p
o
t
h
esi
s
wa
s per
f
o
rm
ed si
m
u
lt
aneou
s
l
y
usi
n
g
one
-w
ay
MA
NO
VA
,
th
ey g
a
v
e
im
pact factors
on the two
d
e
p
e
nd
en
t v
a
riab
les
were ob
serv
ed
, n
a
m
e
ly:
(1)
i
n
terp
erson
a
l in
tellig
en
ce, and
(2) i
n
trap
erson
a
l in
tellig
en
ce.
Testin
g
p
e
rfo
r
med
at sign
ifican
ce level 0.05.
3.3.1 Tes
t
ing
Requireme
nt
s
Analysis
MANOVA
B
e
fo
re t
e
st
i
n
g
t
h
e hy
pot
hesi
s
wi
t
h
M
A
N
O
V
A
,
t
h
e
hy
pot
hesi
s
need
t
o
be
revi
se
d i
n
adva
nce
wi
t
h
som
e
requi
rem
e
nt
s nam
e
ly
:
(1
) i
s
ol
at
i
on
(i
nde
pe
nde
nce
)
of t
h
e o
b
se
rv
at
i
on val
u
es, (
2
)
hom
oge
nei
t
y
t
e
st
usi
n
g Le
ve
ne'
s
Test
, a
nd
(
3
)
n
o
rm
al
i
t
y t
e
st
of
dat
a
di
st
ri
b
u
t
i
o
n
o
f
t
h
e dat
a
gr
o
u
p
i
n
vest
i
g
at
e
d
usi
n
g
Ko
lm
o
g
o
ro
v-Smirn
o
v
Test to see if th
e m
u
ltiv
ariate d
i
st
ri
bu
ted
d
a
ta were
n
o
rm
al o
r
no
t.
Th
e calcu
latio
n
was
do
ne usi
n
g
SP
SS versi
o
n
2
0
.
The fi
rst
assu
m
p
ti
on ab
o
u
t
t
h
e i
n
depe
n
d
en
ce of
ob
ser
v
at
i
on
val
u
es
i
s
gua
ra
nt
eed
du
r
i
ng t
h
e
dat
a
co
llectio
n
p
r
o
c
ess.
Im
p
l
e
m
en
tatio
n
o
f
fillin
g
scales
(qu
e
stion
n
a
i
r
e), was adap
ted
and
con
t
ro
lled
so
well,
th
ere
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
236 –
244
24
2
was
no possi
bi
lity to work togethe
r
or e
x
c
h
ange
inform
ation am
ong t
h
e
sel
ected stude
n
ts, or
betwee
n
groups
of students
. T
h
us, t
h
e
value
of each
observati
o
n was
gra
n
ted inde
pe
nde
nce
.
Th
e second
assu
m
p
tio
n
s
abou
t th
e si
m
ilar
m
a
trix
to
two
-
m
o
d
e
v
a
rious d
a
ta were tested
u
s
ing
Leve
ne st
at
i
s
t
i
cal
t
e
st
, usi
ng
α
= 0.0
5
si
g
n
i
f
i
cance l
e
vel
.
M
A
N
O
V
A
ass
u
m
e
s t
h
at
each de
pe
nde
nt
v
a
ri
abl
e
h
a
d sim
i
lar v
a
rian
ce
fo
r
all th
e
g
r
ou
p
s
. Lev
e
n
e
’s
statistic
al test tested
t
h
is assu
m
p
tio
n, fo
r
KIER
v
a
riab
les
w
ith
si
g
n
i
f
i
cance 0.027
an
d
K
I
R
A
w
ith
si
gn
if
ican
ce 0.000
t
h
at
i
s
un
der
0.
0
5
,
so
t
h
e
z
e
ro
hy
pot
heses
st
at
i
n
g
t
h
e va
ri
ance
of
hom
oge
no
us
m
a
t
r
i
x
i
s
reject
ed. T
h
i
s
m
eans t
h
at
t
h
e va
ri
an
ce of eac
h
dep
e
nde
nt
va
ri
abl
e
was
diffe
re
nt. T
h
is
result
was c
ont
rary
to
the ass
u
m
p
tion o
f
M
A
NOV
A.
Howev
e
r,
th
e
F test r
e
su
lts r
obu
st, so
th
e
analysis coul
d be precede
d
.
This anal
ysis rem
a
ined strong
(robust
)
and
ga
ve accurat
e
results eve
n
if the
vari
a
n
ce
i
s
not
hom
oge
neo
u
s
[
37]
,
[
3
8
]
.
The t
h
i
r
d assu
m
p
ti
on o
f
dat
a
di
st
ri
but
i
o
n
n
o
rm
al
i
t
y
of bot
h res
p
o
n
ses
ob
serve
d
wa
s i
n
v
e
st
i
g
at
ed by
usi
n
g t
h
e K
o
l
m
ogor
ov
-Sm
i
rno
v
T
e
st
t
o
see
w
h
et
he
r o
r
n
o
t
t
h
e
dat
a
we
re
di
st
ri
b
u
t
e
d
wi
t
h
no
rm
al
m
u
l
tivari
a
t
e
.
R
e
gar
d
i
n
g t
o
KIER
va
ri
abl
e
s wi
t
h
si
gni
fi
cance
0.
19
4 a
n
d KIRA significance
0.056
ar
e en
tir
ely ab
ov
e
α
=
0
.
0
5
so
n
o
rm
a
lity test o
f
d
a
t
a
d
i
stribu
tion
o
f
th
e t
w
o d
e
pen
d
e
n
t
v
a
riab
les were
o
b
serv
ed, sho
w
i
n
g th
at the
data of eac
h group m
eet normality
distribution ass
u
m
p
tion. T
h
is m
eans
that the
data in
each group meets
m
u
lt
i
norm
a
l
di
st
ri
but
i
o
n ass
u
m
p
t
i
ons. B
e
c
a
use t
h
e
use
of MA
NO
VA
assu
m
p
tio
n
s
ar
e
met, th
en
th
e t
e
stin
g
hy
p
o
t
h
eses
usi
ng M
A
N
O
V
A
t
o
t
e
st
whet
h
e
r or
not
t
h
e
exi
s
t
e
nce o
f
i
m
pact
s of l
earni
n
g
m
e
t
hod
o
n
b
o
t
h
responses obse
rve
d
ca
n be
ca
rried out.
3.
3.
2
Testing Stud
y Hypothese
s
Based on the learni
ng m
e
thod factor, and the signifi
canc
e
of each
of the sta
tistic
test in the last
co
lu
m
n
of Table 5
an
d b
y
com
p
arin
g
th
e testin
g
criteria at
α
= 0.05
, it was con
c
lud
e
d
that th
ey were all b
e
l
o
w
th
e sign
ifican
ce lev
e
l
α
= 0.05, either usi
n
g statistical te
sts of
Pillai's
Trace, Wilks'
Lam
bda,
Hotelling's
Trace, or Roy'
s Larg
est Root
(0.000 <
α
= 0.05), indicating
that the data
support the acceptan
ce of hy
pothesis
was t
h
at
t
h
e
r
e
was a
n
i
m
pact
fact
or
of l
e
a
r
ni
ng
m
e
t
hod t
o
w
a
rd
t
h
e
de
pen
d
e
nt
v
a
ri
abl
e
s
o
b
ser
v
e
d
,
o
r
c
o
ul
d
b
e
said that the data suppor
t the
acceptance of the hypot
hesi
s that ther
e was an im
pact factor of the learni
ng
m
e
thod
on the increase
of pers
onal
int
e
lligence,
na
m
e
ly the devel
opm
ent of t
h
e interpe
r
sonal and
in
trap
erso
n
a
l i
n
tellig
en
ce
o
f
stu
d
e
n
t
, as shown in
Tab
l
e
6
.
Tabl
e
5. T
e
st
i
m
pact
of l
ear
ni
ng
m
e
t
hod
Factor
Test
Value
F
sig.
M
e
thod
(Strateg
y)
Pillai's Trace
0.
555
84.
089
a
0.
000
W
ilks' Lambda
0.
445
84.
089
a
0.
000
Hotelling's Trace
1.
249
84.
089
a
0.
000
Roy's Largest Root
1.
249
84.
089
a
0.
000
Tabl
e
6. T
e
st
i
m
pact
am
ong
depe
n
d
ent
va
ri
abl
e
s
based
l
e
a
r
ni
ng
m
e
t
hod
Intelligences
df
M
ean
Squar
e
F
sig.
KI
E
R
(
I
n
ter
p
er
sonal)
1
2.
788
198.
68
6
0.
000
KI
RA (
I
n
tr
aper
sonal)
1
2.
491
99.
406
0.
000
Hypo
th
esis
one: Th
e
d
e
v
e
lopmen
t lev
e
l of stu
d
e
n
t
s'
in
terp
erson
a
l in
tellig
en
ce,
u
s
i
n
g prob
lem
-
b
a
sed
learn
i
ng
in
a co
op
erativ
e situatio
n
m
o
d
e
l was b
e
tter th
an
st
ude
nt
s usi
ng
t
r
adi
t
i
onal
l
ear
ni
n
g
st
rat
e
gi
es,
wi
t
h
th
e sign
ifican
ce 0
.
00
0 <
α
= 0.
05
.
Th
e
ab
ov
e h
ypo
th
esis w
a
s
sup
por
ted
by res
earch
data in
Table 1,
s
h
ow
i
ng t
h
e m
ean scores
o
f
t
h
e
treated class
developm
ent i.e. 9.10 a
n
d a m
ean sc
ore
o
f
c
ont
rol
l
e
d
cl
ass
de
vel
o
pm
ent
i.e.
0.
61
so
t
h
e
im
pact
of
t
h
e m
ean sc
ore
o
f
st
ude
nt
s
i
n
t
h
e
KIER
t
r
eat
ed cl
ass
d
e
vel
o
pm
ent
was
hi
g
h
e
r
t
h
a
n
st
ude
nt
s i
n
t
h
e
KIER
co
n
t
ro
lled
class d
e
velop
m
en
t
,
so
th
e
find
ing
s
of th
is
h
ypo
th
esis m
ean
s th
at with
th
e sig
n
i
fican
ce level
α
=
0
.
0
5
, th
e
d
e
v
e
lo
p
m
en
t lev
e
l o
f
st
u
d
en
ts’ interp
erson
a
l in
t
e
llig
en
ce ob
t
a
in
ed
PBLCS
learn
i
ng
m
o
d
e
l was
b
e
tter th
an
st
ud
en
ts who
o
b
t
ain
e
d
with
t
r
ad
it
io
n
a
l learn
i
ng
strateg
i
es.
Hy
p
o
t
h
esi
s
t
w
o:
The de
vel
o
pm
ent
l
e
vel
of st
ude
nt
s'
i
n
t
r
apers
o
nal
i
n
t
e
l
l
i
gence
,
usi
ng
o
f
pr
o
b
l
e
m
-
base
d learning in a coope
rative situation m
odel wa
s better
than stude
n
ts
using tra
d
itio
nal learning strategies,
with
th
e sign
ifi
can
ce
0
.
0
0
0
<
α
= 0.05
.
The above hypothesis was s
u
pported
by
res
earch dat
a
i
n
T
a
bl
e 2, w
h
i
c
h s
h
o
w
i
n
g t
h
e m
e
an sco
r
es of
devel
opm
ent
o
f
t
r
eat
e
d
cl
ass
wi
t
h
t
h
e
m
ean sco
r
e
9.
21
a
n
d t
h
e
m
ean 0.
28
o
f
t
h
e c
ont
rol
l
e
d
cl
ass,
sh
owi
n
g
that the
m
ean score
of KIRA
stude
nt
s in
th
e treated
class dev
e
lop
m
en
t was h
i
g
h
er th
an
KIR
A
stu
d
e
n
t
s in
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Problem
Base
d Lear
ni
ng in C
o
oper
a
tive Situation (PBLCS)
an
d Its
Impact
on
Develop
me
nt ... (Ahmad Talib)
24
3
co
n
t
ro
lled
class
d
e
v
e
lop
m
en
t,
th
e
fi
n
d
i
n
g
s
o
f
th
is h
ypo
thesis in
d
i
cated
th
at with
th
e sig
n
i
fican
ce level
α
=
0
.
0
5
, th
e
d
e
v
e
l
o
p
m
en
t lev
e
l of in
trap
erson
a
l
in
tellig
en
ce of
stu
d
e
n
t
s who
ob
tain
ed
PBLC
S learn
i
n
g
m
o
d
e
l is
b
e
tter th
an
st
ud
en
ts who
o
b
t
ain
trad
itio
n
a
l learn
i
n
g
strateg
i
es.
4.
CO
NCL
USI
O
N
Based
the
d
a
ta an
alysis,
bo
th
inferen
tial an
d d
e
scrip
t
i
v
e i
m
p
l
e
m
en
tati
o
n
of t
h
e PB
LCS learn
i
ng
m
o
d
e
l, an
d its i
m
p
acts o
n
th
e
d
e
v
e
l
o
p
m
en
t of
p
e
rson
al in
tellig
en
ce stu
d
e
n
t
s, t
h
e st
u
d
y
foun
d th
at th
e
stu
d
e
n
t
s’
in
terp
erson
a
l in
tellig
en
ce lev
e
l
u
s
in
g prob
le
m
-
b
a
sed
learn
i
ng
i
n
a coo
p
e
rativ
e
situ
atio
n
m
o
d
e
l was
b
e
tter th
an
stud
en
ts who
ob
tain
ed
trad
itio
n
a
l
learn
i
ng
st
rateg
i
es. Th
is was su
ppo
rted
b
y
descrip
tiv
e d
a
ta
with
th
e m
ean
sco
r
e o
f
stud
en
ts’
in
terp
erso
n
a
l i
n
tellig
en
ce in
t
h
e treated
class d
e
v
e
l
o
p
m
en
t was h
i
g
h
e
r than
th
e
d
e
v
e
l
o
p
m
en
t of stud
en
ts’ i
n
terp
erso
n
a
l i
n
tellig
en
ce i
n
t
h
e co
n
t
ro
lled class.
Fu
rt
h
e
rm
o
r
e, t
h
e stud
en
ts’ in
trap
erson
a
l in
tellig
en
ce d
e
v
e
lop
m
en
t lev
e
l, u
s
ing
prob
lem
-
b
a
sed
learn
i
ng
in
a co
op
erativ
e situatio
n
m
o
d
e
l was b
e
tter th
an
stu
d
e
n
t
s u
s
ing
t
r
ad
ition
a
l learnin
g
strateg
i
es. It was
su
ppo
rted
b
y
descrip
tiv
e
d
a
ta
sh
owing
t
h
at t
h
e m
ean
sc
ore
o
f
i
n
trap
erson
a
l in
tellig
en
ce st
u
d
e
n
t
s i
n
th
e treated
class d
e
v
e
lopmen
t is h
i
gh
er th
an
t
h
e d
e
v
e
lo
p
m
en
t o
f
i
n
trap
erso
n
a
l in
tellig
en
ce stud
en
ts in
th
e contro
lled
class.
Th
e
d
e
scri
p
tive d
a
ta at th
e lev
e
l schoo
ls sh
ows th
at t
h
e
mean
sco
r
e
of in
terp
erso
n
a
l
in
tellig
en
ce
devel
opm
ent
i
n
t
h
e
reg
u
l
a
r s
c
ho
ol
s
was hi
ghe
r t
h
a
n
t
h
e
m
ean scor
es o
f
st
u
d
ent
s
at
t
h
e t
o
p sc
ho
ol
.
B
u
t
t
h
e
d
e
v
e
l
o
p
m
en
t of stud
en
ts’ in
t
r
ap
erso
n
a
l i
n
tellig
en
ce in
th
e top
scho
o
l
was h
i
g
h
e
r t
h
an stud
en
ts in reg
u
l
ar
sch
ool
s l
e
vel
.
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a
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