Aqidatul Munfariqoh*

STKIP Muhammadiyah Blora, Indonesia

Tri Astari

Universitas Jember, Indonesia

Kosmas Sobon

Universitas Katolik De La Salle Manado, Indonesia

Wafiq Nurul Huda

Universitas Negeri Yogyakarta, Indonesia

DOI: https://doi.org/10.19184/jipsd.v12i1.53690

ABSTRAK

Penelitian ini bertujuan untuk menganalisis implementasi pendekatan multiple intelligence pada siswa sekolah dasar. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan pendekatan alamiah. Teknik pengumpulan data dilakukan melalui triangulasi, yakni menggabungkan berbagai teknik pengumpulan data secara simultan. Analisis data bersifat induktif, berdasarkan fakta-fakta yang ditemukan di lapangan. Hasil observasi menunjukkan bahwa sebelum proses pembelajaran dimulai, guru telah mengidentifikasi berbagai kecerdasan yang dimiliki siswa dengan menggunakan kuesioner untuk menilai minat dan aktivitas mereka, serta melalui pertanyaan terbuka. Wawancara dengan guru kelas mengungkapkan bahwa guru menerapkan pendekatan multiple intelligence secara terstruktur, tidak hanya dengan memberikan pemahaman tentang konsep kecerdasan yang beragam, tetapi juga dengan menciptakan lingkungan belajar yang mendukung pengembangan potensi siswa. Namun, guru menghadapi kesulitan dalam menentukan metode pembelajaran harian yang dapat menarik minat siswa dan sesuai dengan kecerdasan mereka. Selain itu, terdapat tantangan dalam mengontrol pembelajaran di rumah, karena beberapa siswa terlambat atau lupa menyelesaikan tugas yang diberikan. Kesimpulannya, identifikasi awal kecerdasan siswa membantu guru dalam menentukan metode pembelajaran yang lebih tepat dan sesuai dengan potensi individual siswa.

Kata kunci: Analisis Induktif, Identifikasi Kecerdasan, Pendekatan Multiple Intelligence, Siswa Sekolah Dasar

ABSTRACT 

This study aims to analyze the implementation of the multiple intelligence approach in elementary school students. The research method employed is qualitative with a naturalistic approach. Data collection techniques were conducted through triangulation, combining various data collection methods simultaneously. Data analysis was inductive, based on facts observed in the field. Observations revealed that before the learning process began, teachers identified the various intelligences possessed by students through questionnaires assessing their interests and activities, as well as open-ended questions. Interviews with classroom teachers indicated that a structured application of the multiple intelligence approach was implemented, providing not only an understanding of different intelligence concepts but also creating a learning environment that supports the development of students' potential. However, teachers faced challenges in determining daily instructional methods that could engage students and align with their intelligences. Additionally, there were difficulties in managing student learning at home, as some students delayed or forgot to complete their assignments. In conclusion, the initial identification of students' intelligences assists teachers in selecting more appropriate teaching methods tailored to individual student potentials.

Keywords: Inductive Analysis, Intelligence Identification, Multiple Intelligence Approach, Elementary School Students

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