JRSSEM 2022, Vol. 01, No. 9, 1316 – 1335

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.36418/jrssem.v1i9.145 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

IMPLEMENTATION OF THE CONCEPT OF MULTIPLE

INTELLIGENCES LEARNING IN AN ISLAMIC PERSPECTIVE

AT BAYT AL-HIKMAH JUNIOR HIGH SCHOOL PASURUAN

ISLAMIC BOARDING SCHOOL (SBP)

Muhammad Munzaini

Sugiyo

Dardiri Hasyim

1,2,3

Program Doktor Pascasarjana UNU Surakarta

e-mail: muhammadmunzaini@gmail.com

, sugiyo@mail.unnes.ac.id

, adardirihayim@gmail.com

*Correspondence: muhammadmunzaini@gmail.com

Submitted: 28 March 2022, Revised: 05 April 2022, Accepted: 16 April 2022

Abstract. This study aims to determine the implementation model of the learning concept

multiple intelligences in an Islamic perspective at SMP Bayt al-Hikmah Pasuran Islamic Boarding

School (SBP). The type of research used is a qualitative approach descriptive. Data collection was

carried out through in-depth interviews, participatory observation, and a review of documents.

Data that has been collected were analyzed using qualitative data analysis techniques. The

conclusions of this study are: (1) The theory of multiple intelligences can be used as a bridge to

transfer a concept of knowledge that can be digested easily easier. The proof is that it can increase

interest, talent. (2) Student input; by continuing to hold tests to find out the child's basic abilities

about Pesantren and knowing that children are not children who have needs especially because

this institution has not been able to prepare the facilities. Whereas the amount received is in

accordance with the capacity of the class and available rooms, then held Multiple Intelligences

Research (MIR). Teacher input; condition. The main thing is to be willing to continue to learn and

be committed, a written test is carried out, practice (micro-teaching), and interviews. Learning

process; Composing teacher lesson plan based on MIR and SOP results, implementing multiple

strategies bits of intelligence based on how the brain works, and evaluate/assess competence

students, accompanied by a consultant “Guardian Angel. Student output. Student outputs; student

competencies include cognitive, psychomotor, and effective, which are assessed based on

authentic assessment with the concept of ipsative-discovery ability. While teacher competence is

assessed based on 4 components (student learning outcomes, lesson plan, creativity, and teacher

behavior). Every semester students and teachers receive reports. The teacher's report card serves

as a determinant of achievement resulting in an increase in salary and rank.

Keywords: multiple intelligence; learning in Islamic.

Muhammad Munzaini, Sugiyo, Dardiri Hasyim                                                                     | 1317 
 
DOI : 10.36418/jrssem.v1i9.145      https://jrssem.publikasiindonesia.id/index.php/jrssem/index 
INTRODUCTION 
 
The educational process is an effort to 
develop  and  actualize  students  to  the 
maximum  according  to  their  talents  and 
interests,  both  formally  and  informally.  In 
educational  institutions  both  formal  and 
informal,  the  development  of  noble  and 
religious morals certainly occupies one of 
the duties of an institution. Therefore, the 
development  of  religious  and  noble 
character  occupies  a  special  place  in 
national education (Bakry, 2010). The task 
of  education  is  to  develop  a  moral  and 
civilized  person  as  a  member  of  his 
community,  the  surrounding  community, 
his ethnic community, his diverse national 
community and as a member of a civilized 
human  society.  Educating  is  a  very  broad 
task,  educating  can be done  by teaching, 
encouraging,  praising,  exemplifying, 
punishing,  getting  used  to  and  so  on  (S. 
Susanto, 2010), it  is  necessary  to  have  an 
appropriate  educational  model,  in 
accordance  with  the  national  education 
goals,  namely  "development  of  potential 
students  to  become  human  beings  who 
believe and fear God Almighty, have noble 
character,  are  healthy,  knowledgeable, 
capable, creative, independent, and become 
democratic  and  responsible  citizens” 
(Jannah & Fahlevi, 2018). 
The  implementation  of  the  education 
and  teaching  process  should  also  be 
student-centered  (Wright,  2011);  (Zohrabi 
et al., 2012); (Thanh, 2010). This means that 
in  the  implementation  of  education  and 
teaching  in  schools,  related  components 
such as: students, teachers, staff, parents of 
students,  communities  and  others  must 
function optimally through empowerment 
activities that are influenced by policies and 
school  organizational  performance.  As 
school  operators,  teachers  become 
directors  as  well  as  managers  in  the 
continuity  of  the  education  process. 
Teacher quality factors also have an impact 
on the  implementation of  a  school-based 
management system (Sutarto et al., 2014); 
(Pratiwi, 2016). The statement conveyed by 
Ki  Supriyoko,  that  education  without 
quality  teachers  has  been  going  on  for 
years  (Zainuddin,  2017).  Has  emphasized 
that the quality of low quality teachers will 
be  difficult  to  carry  out  a  management 
system in schools (Usman, 2014). 
Every human being has a nature that is 
expressed in the form of potential interests, 
talents  and  intelligence.  The  potential  for 
intelligence  is  actualized  in  the  form  of 
abilities. Potential abilities generated by the 
brain that is in every human being. Humans 
who are born as long as they have a brain 
are sure to be intelligent. The brain in the 
human head.  
In  simple  terms,  educational 
malpractice is defined as a procedural error 
and action in carrying out the educational 
process  (Teh  &  Russo,  2018)    in  a  broad 
sense, broad meaning can mean as long as 
teaching  by  heeding  learning  styles 
according  to  the  multiple  intelligences  of 
students.  This  error  can  occur  in  the 
educational process, both at school and at 
home, so that students and children fail to 
achieve  complete  learning  outcomes. 
Errors  in  the  learning  process  in  schools 
involve  schools  and  teachers  as  the 
spearhead  of  education.  While  at  home, 
sometimes  parents  play  a  role  in  giving 
birth  to  educational  disasters  for  their 
children.  The  system  at  home  and  in 

1318 | Implementation of the Concept of Multiple Intelligences Learning in an Islamic

Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School

(SBP)

schools that fall into the category of

educational malpractice accelerates the

stunting of potential intelligence and

accelerates the death of interests and

talents.

Bayt Al-Hikmah Junior High School

Pasuruan is a member of the Pesantren-

Based School (SBP) organized by the

Directorate of Junior High School

Development, Directorate General of Basic

Education, Ministry of Education and

Culture in collaboration with the

Directorate of Early Education and Islamic

Boarding Schools of the Directorate

General of Islamic Education, Ministry of

Religion and the Center for Research and

Development in Education. (CERDEV) UIN

Syarif Hidayatullah Jakarta. The Pesantren-

Based Junior High School Program or

commonly called SBP was born out of a

great desire to produce intellectual,

emotional, and spiritual intelligent students

through the integration of the advantages

of regular education (in this case junior

high school) with Islamic boarding school

education (Syafe’i, 2017). Since 2013 Bayt

Al-Hikmah Junior High School Pasuruan

has implemented and provided assistance

with Nex Edu Surabaya for the

implementation of multiple Intelligences-

based learning.

The pattern of education that occurs

today is still a lot that prioritizes uniformity

and the measurement of intelligent

students is only limited to IQ. Exploring the

intelligence of students is still very rarely

done as the main support for starting each

learning design, strategies and approaches

used, as well as the evaluation that is

determined. The tendency of interests,

talents, talents and basic skills has not

become an integral part. In connection with

this intelligence, Gardner through the

theory of multiple intelligences develops 9

intelligences, including: Verbal linguistics,

logical-mathematical intelligence, visual-

spatial intelligence, rhythmic musical

intelligence, interpersonal intelligence,

interpersonal intelligence, kinesthetic

physical intelligence, natural intelligence,

spiritual existential intelligence (DeBlasio,

2011).

According to Munif Chatib, multiple

Intelligences (MI) based learning is carried

out by covering three important activities,

namely: 1) Input stage, usually done with

MIR (Multiple Intelligences Research)

activities: 2) Process stage, Munif divides it

into 4 stages, namely (Brain, Strategy).

teaching, product, and benefits): and 3)

Output, at this stage an authentic

assessment is carried out that captures

three domains of ability, namely cognitive,

affective and psychomotor abilities.

MIR (Multiple Intelligences Research) is

the first technique at the input stage in

multiple intelligences-based learning. MIR

is a research instrument that can provide a

description of a person's intelligence

tendencies. From the analysis of the

intelligence tendencies, it can be concluded

that the best learning style for a person.

The second stage is marked by the process

of processing students with various

learning styles in the information transfer

process or learning process that aims to

complete learning outcomes indicators.

The brain stage is a very important initial

stage, meaning that teachers must

understand how the brain works, namely

Muhammad Munzaini, Sugiyo, Dardiri Hasyim | 1319

revealing, storing, and processing

information in the thinking process. In the

teaching strategy, the teacher must make a

lesson plan or what is commonly called RPP

(Learning implementation plan). Learning

strategies based on multiple intelligences

are very numerous along with the creativity

of teachers, the database of multiple

intelligences strategies also continues to

grow (Makrufi, 2017). Learning outcomes

are learning outcomes that give birth to

new works related to learning materials. As

for the product of learning outcomes,

namely a) Objects/intellectual works that

can be displayed; b) Appearance; and c)

Education projects. The power of benefit

when the products that are successfully

made by students are based on several

benefits principles, including:

1. The product is useful by showing it to

many people.

2. The product is useful for some people.

3. The product is useful for many people,

there are even duplication

consequences.

The output stage is the last stage of the

three stages of multiple intelligences

learning. The output stage is the

assessment process of the learning process.

In this multiple intelligences-based

learning, the assessors use authentic

assessments. Authentic assessment is an

assessment of the complete figure of a

student which is not measured only in

terms of cognitive but also in terms of

affective and psychomotor students.

Authentic assessment is an activity to

assess students that emphasizes what

should be assessed, both processes and

results with various assessment

instruments, so that teachers can know the

competence of students comprehensively,

not only in the cognitive domain but also in

the affective and psychomotor domains

(Fadilah Nur Sugiyanto, Saiful Ridlo, 2015).

If the teacher succeeds in entering the

student's world through adjusting the

student's learning style, students will be

willing to give their teaching rights to the

teacher. According to De Potter, the

authority to teach and the right to teach are

different. Maybe every teacher who has a

teaching license has the authority to teach.

However, the right to teach is something

that can be achieved by a teacher with hard

work and that right is in the wishes of the

students (H. Susanto, 2016).

Multiple intelligences is a theory of

intelligence raised by Howard Gardner, a

developmental psychology expert and

professor at Harvard University from

Project Zero (a research group) in 1983. The

interesting thing about this intelligence

theory is that there are attempts to redefine

intelligence. Before the theory of multiple

intelligences emerged, the theory of

intelligence was more likely to be

interpreted narrowly. A person's

intelligence is determined more by his

ability to complete a series of IQ tests, then

the test is converted into a standard

number of intelligence. Gardner succeeded

in breaking the dominance of theory and IQ

tests, which since 1905 have been widely

used by psychologists around the world.

The thing that distinguishes the

concept of multiple intelligences known so

far from the concept of multiple

intelligences from the perspective of the

Qur'an/Hadith is that there are no spiritual

values that appear in each intelligence.

Spiritual values always appear in every

1320 | Implementation of the Concept of Multiple Intelligences Learning in an Islamic

Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School

(SBP)

intelligence. Spiritual values always appear

in every intelligence. Spiritual values always

appear in every multiple intelligences

contained in the Qur'an/Hadith. These

values are like every intelligence possessed

by humans is a gift from Allah swt that

should be developed, every intelligence

possessed by humans should be used as a

means to benefit other Allah's creatures,

the intelligence given by Allah is a way for

servants to be more grateful for all the

blessings that exist.

METHODS

The emergence of qualitative methods

is triggered by the understanding that the

symptoms of life consist of two different

elements. In everyday life it is known as

physical and spiritual forms, physical and

non-physical, concrete and abstract, gross

and subtle, real and unreal (Nyoman Kutha

Ratna, 2016: 89-90). These two symptoms

always and continuously affect human life.

Even humans themselves are formed on the

basis of these two phenomena. Further

understanding shows that spiritual

phenomena are the dominant ones which

seem to have no boundaries. It is the

consequences in contemporary qualitative

theory that require greater attention.

This type of qualitative research with a

case study approach was conducted to

determine the implementation of the

concept of multiple intelligences learning

at SMP Bayt Al-Hikmah Pasuruan. The place

of research was carried out at Bait-al-

Hikmah Middle School Pasuruan. The

choice of the object of research for the

school is because it has applied the theory

of Multiple Intelligences to the learning

management system and the teacher's

teaching method uses the multiple

intelligences approach or multiple

intelligences approach.

The Data Analysis Method is data that

has been collected and then analyzed,

processed, organized, processed, and

sorted, with the hope that the data will be

more meaningful. To achieve all that, it

takes sincerity, patience, perseverance,

enthusiasm, thoroughness and accuracy. In

order for the preparation of the data to be

interpreted, the researchers used creativity

to produce data that was easy to read.

RESULTS AND DISCUSSION

Analysis of Multiple Intelligences

Applications in Hidden Curriculum

The application of the theory of

multiple intelligences in the learning

management system begins with the

formation of a paradigm that every child is

a unique individual with diverse talents,

abilities, and intelligences. The implication

is that every child has a variety of styles in

learning and in absorbing information. The

variety of styles in learning and in

absorbing this information, in the learning

process causes variations in the perspective

and evaluation. From this paradigm, several

rationales for using the theory of multiple

intelligences emerged in the learning

process, which are as follows:

1. Multiple Intelligences with regard to

the ability of students to do something

in various contexts. The implication of

this is that the teaching strategy carried

out by the teacher should use multiple

Muhammad Munzaini, Sugiyo, Dardiri Hasyim | 1321

methods. In other words, students are

invited to experience various learning

experiences.

2. Learning outcomes (learning autism)

achieved by students contain an

explanation of the things that students

do after going through the learning

process, in the form of the reliability of

students' abilities to do something

through measurable performance.

3. The preparation of learning outcomes

competencies is based on plural

intelligence which is determined

proportionally, not only cognitive or

spiritual aspects.

4. In the context of learning, if the

teacher's teaching style is the same as

the student's learning style, the lesson

becomes easy.

5. The theory of multiple intelligences

provides an opportunity for teachers to

develop innovative learning strategies,

which are relatively new in the world of

education to stimulate the multiple

intelligences of each student by

optimizing the eight intelligences

possessed by each student by

emphasizing the activeness of students

in the process. learning.

Based on these several paradigms, it

will be analyzed as well as the application

of the theory of multiple intelligences at

Bayt Al-Hikmah Junior High School

Pasuruaan. The following description is the

application of the theory of multiple

intelligences to increase the multiple

intelligences of each child contained in the

supporting curriculum (hidden curriculum).

1. Morning habituation activities;

2. Integrated habituation activities.

Multiple intelligences teaching strategy

at Bayt Al-Hikmah Junior High School

Pasuruan

The application of the concept of

intelligence (multiple intelligences) at SMP

Bayt Al-Hikmah Pasuruan becomes a

functional concept that can be seen

working in the lives of students and

teachers in various ways. Bayt Al-Hikmah

Junior High School Pasuruan has applied

the theory of multiple intelligences, in the

process of teacher education and teaching.

There are at least nine types of basic

intelligence contained in the theory of

multiple intelligences possessed by

humans, by grouping human abilities into

nine comprehensive categories that have

been applied at Bayt Al-Hikmah Junior

High School Pasuruan.

In the learning process, these nine

intelligences can be used as entry points to

start the process of teaching and learning

activities. Here are some teaching

strategies based on the theory of multiple

intelligences suggested by some of these

theorists. Researchers conducted an

analysis of the implementation of this

strategy at Bayt Al-Hikmah Middle School

Pasuruan. The data was taken based on

direct observation and learning videos

when the consultant made observations to

the class when you were teaching, as well

as in natural situations which the writer

then made a recording in the form of a

video.

1. Linguistic Intelligence

The ability to use words effectively,

both orally and in writing. This

intelligence includes the ability to

manipulate the syntax or structure of

language, the phonology or sounds of

1322 | Implementation of the Concept of Multiple Intelligences Learning in an Islamic

Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School

(SBP)

language, and the pragmatic dimension

or practical use in language. Some of its

uses include rhetoric (using language

to convince others through certain

actions), memonics (using language to

remember information), explanation

(using language to inform), and

metalanguage (using language to talk

about language itself). Indicators of

teaching strategies at SMP Bayt Al-

Hikmah Pasuruan, carried out in two

contexts, including:

a. Main Program Context

The main program context is in the

form of teaching and learning for

students based on the results of the

multiple intelligences research (MIR) of

students when they start to become

new students at Bayt Al-Hikmah Junior

High School Pasuruan. Indicators of

teacher teaching strategies specifically

for students' linguistic intelligence, are:

Lecture teaching strategy, discussion

teaching strategy, question and answer

teaching strategy, interview teaching

strategy, presentation teaching

strategy, oral reporting teaching

strategy, reporter teaching strategy,

storytelling teaching strategy, fairy tale

teaching strategy, strategies for

teaching debate, strategies for teaching

reading aloud, strategies for teaching

poetry, strategies for teaching

guesswork, strategies for teaching

meaningful characters, strategies for

teaching rhymes, strategies for

teaching imaginative writing, strategies

for teaching writing information,

strategies for teaching writing short

stories, strategies for teaching writing

novels, teaching strategies writing

stories from comics, strategies for

teaching writing reports, strategies for

teaching personal writing, strategies for

teaching vocabulary, strategies for

teaching crossword puzzles, strategies

for teaching writing scenarios.

b. Supporting Program Context

Among them are the activities of

the teacher welcoming students from

the lodge/dormitory in the morning

while asking how they are today,

making stories before the process to

develop language intelligence, where

students are invited to enjoy and love

language, where students can enjoy

sounds and words, appreciate and

interpret power with full responsibility.

Through effective questioning, if

students are asked to understand and

not just remember the information they

find in textbooks, newspaper reference

materials and so on, then they must

actively use the information. Asking a

question uses unspoken words and

expressions that are not easily found in

the text or manuscript. So that it

encourages students to think and think

not only to copy answers. This skill is

very appropriate when used by

teachers for linguistic intelligence.

Observing (supervising) actively,

often students do not think and learn

actively when watching videos. Some

teachers ask students questions to be

answered when they watch the video.

Usually the questions are presented in

an order in which the answers will

appear in the video, thus pointing to

the answer. Such questions are easy to

Muhammad Munzaini, Sugiyo, Dardiri Hasyim | 1323

answer and rarely require active

involvement.

The teacher uses a result map, this

method can be used before or after

students learn a topic. It can be used to

find out how thoroughly students think

about an issue or event, or it can be

used to find out whether they have

been able to apply the information they

have learned in analyzing new

situations. Students are asked to

consider all possible outcomes or

consequences of an action or change

and then the results and consequences

after that. And they are also

encouraged to think about positive and

negative consequences. This method

can also be used by teachers to train

children in developing linguistic

intelligence.

2. Mathematical Logical Intelligence.

The ability to use numbers

effectively (for example, as a

mathematician, accountant, tax expert,

statistician) and for good reason (for

example, as a scientist, computer

programmer, or logician). This

intelligence includes sensitivity to

logical patterns and relationships,

statements and propositions (if-then,

cause-effect), functions, and other

related abstractions. The types of

processes used in the service of

mathematical logical intelligence

include categorization, classification,

generalization, calculation, and

hypothesis testing. Strategic indicators

for teaching mathematical logic at Bayt

Al-Hikmah Junior High School

Pasuruan, are as follows.

a. Main Program Context

The results of the multiple

intelligences research (MIR) of

students become the basis for

teachers to design their teaching

strategies. Indicators of teaching

strategies for special teachers of

logical-mathematical intelligence at

Bayt Al-Hikmah Middle School

Pasuruan are as follows:

observation teaching strategies,

discovering teaching strategies,

problem-solving teaching

strategies, identification teaching

strategies, classification teaching

strategies, separation teaching

strategies, quantification,

comparative teaching strategies,

text procedures, teaching strategies

for data collection guessing

numbers, teaching strategies for

data collection guessing symbols,

teaching strategies for Sudoku,

teaching strategies for practice

questions, teaching strategies for

action research, teaching strategies

for experiments, teaching strategies

for case studies.

b. Supporting Program Context

Among them are teacher

activities at Bayt Al-Hikmah Junior

High School Pasuruan welcoming

students into class in the morning

while asking what time the students

were praying tahajjut, Arabic and

English applications, breakfast,

bathing, dhuha prayer, and

recitation of the Qur'an. was read or

memorized. Students are faced with

concrete problems by giving

problems. Students are guided for

continuous group work (group

1324 | Implementation of the Concept of Multiple Intelligences Learning in an Islamic

Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School

(SBP)

dynamic) in working on a particular

project. This method can be applied

to develop mathematical logic

intelligence and interpersonal

intelligence. Comparing and

synthesizing information,

understanding the information

gathered from resources can be

improved if students work in groups

and each group member is given a

different source of data to use in the

group and each group member is

asked the same questions. Thus,

students must compare and discuss

the answers they have written, so

that as a result, they will be able to

give a satisfactory answer. This is an

effective strategy for expert groups

to use when a jigsaw approach to a

research project is used. This

method can also be developed to

train children in terms of linguistic

intelligence and logical-

mathematical intelligence.

The teacher can also invite

students to calculate the

advantages and disadvantages, a

less complex analytical task can

involve students to examine the

information they find about

controversial decisions, attitudes, or

actions (to be disputed). Students

work as a whole class or in groups

to classify the information they

collect whether it is profit or loss for

themselves, their families, their

environment, or society in general.

After the classification of

advantages and disadvantages has

been completed, students can be

asked to decide. This is one way for

teachers to develop mathematical

logical intelligence.

3. Spatial-Visual Intelligence

The ability to perceive the visual-

spatial world accurately (for example, as

a hunter, scout, or guide) and make

changes to that perception (for

example, as an interior decorator,

architect, artist or inventor). This

intelligence involves sensitivity to color,

line, shape, space, and the relationships

that exist between visual-spatial

elements. This includes the ability to

appropriately visualize oneself in a

spatial matrix.

a. Main Program Context

The results of multiple

intelligences research (MIR) of

students who are spatial-visual

dominant are projected by the

teacher in designing their teaching

strategies. Indicators of teaching

strategies for special teachers of

spatial-visual intelligence at Bayt

Al-Hikmah Junior High School

Pasuruan are as follows: mind map

teaching strategies, handwriting

and sand teaching strategies, air

writing strategies, picture sequence

teaching strategies, picture

guessing teaching strategies,

strategies for teaching imaginative

drawing, strategies for teaching

letters in color, strategies for

teaching guessing facial sketches,

strategies for teaching drawing

meaning of symbols, strategies for

teaching reading maps, teaching

strategies for teaching movie

Muhammad Munzaini, Sugiyo, Dardiri Hasyim | 1325

learning, strategies for teaching

guessing maps, strategies for

teaching reading pictures,

strategies for teaching guessing

numbers in color, flashcard

teaching strategy, domino card

teaching strategy

b. Supporting Program Context

Among them in the

extracurricular activities of students,

teachers at Bayt Al-Hikmah Junior

High School Pasuruan asked

students' interest in tracking

activities in scouts or asked

students to show the direction of

the compass and the direction of

Qibla. The teacher invites the

students to go on a picnic, the

students design relaxing activities

outside of school, they don't have

to go too far and expensive places.

To explore social values, spirituality,

beauty, and so on. This is a great

way to develop spatial intelligence

and musical intelligence. Camping

study, students are invited to do

camp in the context of learning. This

activity also does not have to be far

away, it can be in the schoolyard or

cottage field. As above, this can be

applied by teachers to build spatial

intelligence, as well as

intrapersonal.

4. Bodily-Kinesthetic Intelligence

Skills in using the whole body to express

ideas and feelings (e.g. as a mimetic

actor, athlete, or dancer) and agility in

using one's hands for a sculptor,

mechanic, or surgeon). This intelligence

includes certain physical skills, such as

coordination, balance, dexterity,

flexibility dexterity, speed, and

proprioceptive and tactile capacities.

a. Main Program Context

The results of multiple intelligences

research (MIR) of students with a

dominant kinesthetic dominance are

projected by the teacher in designing

their teaching strategies. Indicators of

teaching strategies for teachers

specifically for kinesthetic intelligence

at Bayt Al-Hikamah Junior High School

Pasuruan are as follows: stick answer

teaching strategies, fishing game

teaching strategies, true false jump

teaching strategies, basketball math

teaching strategies, creative movement

teaching strategies, snake teaching

strategies ladder, simulation teaching

strategy, demonstration teaching

strategy, role-playing teaching

strategy, right and wrong running right

and wrong teaching strategy, stepping

on numbers teaching strategy,

symmetrical indentation teaching

strategy.

b. Supporting Program Context

Among them in the extracurricular

activities of students, teachers at Bayt

Al-Hikmah Junior High School asked

students to explain certain movements,

both movements in dancing or sports.

5. Musical Intelligence

The ability to feel (e.g. as a music

lover), differentiate (e.g., as a music

critic), compose (e.g. as a composer),

and express (e.g. as a performer or

musician). This intelligence includes

sensitivity to rhythm, tone or melody,

and/or tone color in a piece of music.

a. Main Program Context

1326 | Implementation of the Concept of Multiple Intelligences Learning in an Islamic

Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School

(SBP)

The results of the multiple

intelligences research (MIR) of

students who are dominant in

music are projected by the teacher

in designing their teaching

strategies. Indicators of teacher

teaching strategies, especially

music intelligence at Bayt Al-

Hikmah Junior High School are as

follows: parody teaching strategies,

concert teaching strategies, sound

guessing games teaching

strategies, singing teaching

strategies.

b. Supporting Program Context

Among them, the teacher's

activity in welcoming students into

the classroom is played by the

sound of muratal strains, Islamic

prayers or songs, and national

songs that are played every

morning.

6. Interpersonal Intelligence

The ability to understand and make

differences in the moods, intentions,

motivations, and feelings of others. This

can include sensitivity to facial

expressions, voice, and gestures. The

ability to distinguish different types of

interpersonal cues, and the ability to

respond effectively to these cues in

some pragmatic way (for example, to

influence a group of people to follow a

certain path of action).

a. Main Program Context.

The results of the multiple intelligences

research (MIR) of students who are

dominantly interpersonally

intelligent are projected by teachers

in designing their teaching

strategies. Indicators of teacher

teaching strategies, specifically

interpersonal intelligence at Bayt

Al-Hikmah Junior High School are

as follows: group work teaching

strategies, question card teaching

strategies, sociodrama teaching

strategies, give and take teaching

strategies, jigsaw teaching

strategies, chain intelligence

teaching strategies, strategies for

teaching letters to friends.

b. Supporting Program Context

Among them are the activities

of the teacher welcoming students

into the classroom, students being

greeted with friendliness and

familiarity and greeted when

entering the school door, and the

school terrace every morning.

Students are invited to think

together, discuss together, and

solve problems together. This

method can hone interpersonal

intelligence. Individual and group

work, the learning process is

essentially the provision of services

to each individual student so that

they develop optimally according

to their potential. Individual service

does not mean teaching children

one by one in turn, but by providing

maximum opportunities for each

individual to gain as much learning

experience as possible. This can be

done by activating students both

individually and in groups. One of

the most common ways to

encourage teamwork is to ask

students to work in teams or groups

Muhammad Munzaini, Sugiyo, Dardiri Hasyim | 1327

to find answers to questions, so as

to solve a problem, by conducting

an experiment or researching a

project topic. However, teachers

must be careful that expectations

for cooperation, tolerance, team

spirit, and understanding of the

nature of work should be realistic

given the skills and experience of

students. The methods as above

can be developed by teachers to

build the intelligence of students in

the interpersonal field, as well as

kinesthetic intelligence.

Through role-playing

activities/round table conferences,

the teacher facilitates students to

discuss as a group interest. It is

intended to help students

recognize that there is usually a

range of points of view on an issue

and a range of ways of interpreting

information about that issue. These

views are usually determined by the

experience, hopes, ideals,

educational values, lifestyle, and

role in society of the person

expressing those views. The teacher

acts as a facilitator (provider of

convenience), ensuring that all

students are allowed to express

views according to the role they

have received. That each discussion

takes place in an orderly manner

and encourages the participation of

students and, if necessary, asks

questions. At the end of a

roundtable conference, students

should be encouraged to consider

all points of view and arrive at a

personal decision on the issue. This

method can be developed to

stimulate children to develop their

interpersonal intelligence well.

7. Intrapersonal Intelligence

The ability to make accurate

perceptions of oneself and to use such

knowledge in planning and directing

one's life. Self-knowledge and the

ability to act adaptively based on that

knowledge. This intelligence includes

having an accurate picture of oneself

(one's strengths and limitations),

awareness of one's moods and

thoughts, intentions, motivations,

temperaments, and desires. and the

ability to self-discipline, self-

understanding, and self-esteem.

Children learn through feelings, values,

and attitudes.

a. Main Program Context

The results of multiple

intelligences research (MIR) of

students who are dominantly

intelligent are projected by teachers

in designing their teaching

strategies. Indicators of teacher

teaching strategies, especially

intelligence, especially

intrapersonal at Bayt Al-Hikmah

Junior High School, are as follows:

strategies for teaching games who

am I, teaching strategies for

question students have, teaching

strategies for the character,

teaching strategies for value

contracts, teaching strategies for

identity manipulation.

b. Supporting Program Context

As long as students are in the

Bayt Al-Hikmah Junior High School

environment, students are given the

1328 | Implementation of the Concept of Multiple Intelligences Learning in an Islamic

Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School

(SBP)

freedom to play either individually

or in groups. In teaching activities,

the teacher facilitates the way

students learn personally. Teachers

can also invite students to do

reflective thinking/critical thinking,

individually or in groups faced with

an article, event, case, picture,

photo, and so on. Students are

invited to make notes of reflection

or responses to these materials. The

materials can be chosen by the

students themselves. Students in

one class are invited to build a

community or mini-community

(community building) with the

rules, duties, rights, and obligations

which they democratically manage

themselves. Students are given

concrete tasks and asked to make

an honest accountability report

(responsibility building). This

method can develop kinesthetic

intelligence, interpersonal

intelligence, and intrapersonal

intelligence.

8. Natural Intelligence

This type of intelligence is closely

related to the environment, flora, fauna,

which not only enjoy nature to enjoy its

beauty but, at the same time has a

concern for the preservation of nature.

It also includes sensitivity to other

natural phenomena (eg cloud

formations, mountains, hills, valleys,

and rivers), and cases growing in the

environment.

a. Main Program Context

The results of the multiple

intelligences research (MIR) of

students who are naturally

intelligent are projected by the

teacher in designing their teaching

strategies. The indicators of

teaching strategies for special

teachers of natural intelligence at

Bayt Al-Hikmah Junior High School

are as follows: teaching strategies

for guessing animal sounds,

teaching strategies for plant

identification, strategies for

teaching leaf mathematics,

teaching strategies for field trips.

b. Supporting Program Context

Students are given the

opportunity to maintain plants,

water the plants in the Pondok by

picketing, give them the habit of

throwing garbage in its place, and

together make biopori in the

Pondok and Junior High School

environment of Bayt Al-Hikmah

Pasuruan.

9. Existentialist

Human readiness to face death,

with the characteristics of awareness of

God, with the following characteristics:

tend to question everything about

human existence, the meaning of life,

why humans experience death and the

reality they face, and why humans live

in this world. Children learn by seeing

things by looking at the big picture in

the form of the best behavior or the

morals of those closest to them and the

surrounding environment. From

toddlers to adults, children record,

enrich their knowledge and life skills.

Children are just like watching

television. Thus the child behaves well,

Muhammad Munzaini, Sugiyo, Dardiri Hasyim | 1329

it is very possible if the child comes

from a good family and environment.

Rude child. The environment becomes

a catalyst for children to behave well

and inhibits children with violent

behavior. A positive environment

accelerates children to find the nodes

of their existence to the meaning of life.

Divine consciousness is the principle of

seeking one's existence in life.

a. Main Program Context

The results of multiple

intelligences research (MIR) of

students who are dominantly

existentially intelligent are

projected by the teacher in

designing their teaching strategies.

Indicators of teacher teaching

strategies, especially existential

intelligence at Bayt Al-Hikmah

Junior High School, are as follows:

teaching strategies for tadabbur

nature, teaching strategies for

muhasabah.

b. Supporting Program Context

Students receive regular

tausiah, study the Koran,

participants memorize verses of the

Koran, children are educated in the

study of the yellow book, students

have fostered morals so that prayer

in congregation and their auras

become habituation and are carried

out with full awareness and

students are trained to practice

riyadhoh istiqomah aurot-aurot

that has been certified by the

caregiver.

The context of the application

of multiple intelligences in Bayt Al-

Hikmah Junior High School

Pasuruan, especially in learning is

modified and developed according

to the principles of the theory of

multiple intelligences. A wide range

of powers is to be developed, which

means there are many ways to

apply the theory of multiple

intelligences. From a variety of

settings. apply the theory of origin

by touching the principle of

multiple intelligences. The system

of implementing the multiple

intelligences teaching process at

Bayt Al-Hikmah Junior High School

Pasuruan, so that parents and the

Bayt Al-Hikmah Islamic Boarding

School begin to focus their

attention on the innate abilities of

each student.

However, before the author

analyzes the application of the

theory of multiple intelligences in

the teacher's teaching strategy, the

author firstly determines the extent

of the teacher's understanding of

these multiple intelligence-based

teaching strategies.

The implications of the application of

the theory of multiple intelligences

The implications of the application of

the theory of multiple intelligences in

education and teaching for Bayt Al-Hikmah

Junior High School teachers, Pasuruan,

demand a complete understanding from

every teacher of this paradigm as well as

the creativity of each teacher in designing

learning strategies that view that every

child is unique and has different learning

styles. A wide variety of variants of different

learning styles. Various kinds of variations

1330 | Implementation of the Concept of Multiple Intelligences Learning in an Islamic

Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School

(SBP)

in learning that students have at Bayt Al-

Hikmah Junior High School Pasuruan have

implications for the assessment and

evaluation system.

1. Multiple intelligences regarding the

ability of students to do something in

various contexts.

2. Multiple intelligences explain the

learning experiences that students go

through to become competency

standards.

3. Multiple intelligences are learning

outcomes that explain what students

do after going through the learning

process.

4. The reliability of the ability of students

to do something must be clearly and

broadly defined in a standard that can

be achieved through measurable

performance.

5. The preparation of competency

standards, competencies, and learning

outcomes should be based on multiple

intelligences that are set proportionally,

not only in cognitive or spiritual aspects

but in a balanced and targeted manner.

6. Multiple intelligences is a concept of

intelligence that has existed since

humans were born. This concept is the

result of a neurobiological study

(neuroscience) of brain maps that rely

on neural networks. Each lobe of the

brain (lobe of the brain), is responsible

for the type of intelligence and is

mutually independent, cooperating

with each other biochemically.

Implications in the world of education

for teachers, used in learning for

students. Teachers teach by first

understanding the learning styles of the

students' multiple intelligence types

and the dominant learning modalities.

In the context of learning, the teacher

who teaches if it is the same as the

learning style of the students, the

lesson becomes easy, the students will

be active and involved in the learning

process.

The theory of multiple intelligences

provides an opportunity for teachers at

Bayt Al-Hikmah Junior High School, to

develop innovative learning strategies that

are relatively new in the world of education.

There is no strategy that will work fully to

stimulate the multiple intelligences of each

student. The multiple intelligences learning

strategy is an effort to achieve certain

competencies in learning by optimizing the

eight bits of intelligence possessed by each

student. However, to bring it back, all bits

of intelligence synergize in a unique unit

according to need. So that students are

able to solve learning problems in an

amazing way.

Bayt Al-Hikmah Junior High School

Pasuruan in teaching multiple intelligences

teaching strategy learning activities are

carried out in three main forms, namely; 1)

curriculum orientation, 2) learning

development methodology, and 3)

evaluation of learning outcomes.

Bayt Al-Hikmah Junior High School

Pasuruan in teaching multiple intelligences

teaching strategy learning activities are

carried out in three main forms, namely; 1)

curriculum orientation, 2) learning

development methodology, and 3)

evaluation of learning outcomes.

The development of teacher learning

methodologies carried out at Bayt Al-

Muhammad Munzaini, Sugiyo, Dardiri Hasyim | 1331

Hikmah Junior High School Pasuruan was

adjusted to the tendency of students'

intelligence. So that various methods or

teaching strategies of teachers synergize

with other types of intelligence. Internally

within the scope of the boarding school,

the application of multiple intelligences

starts from the intelligence paradigm, that

every child is intelligent with multiple

intelligences, then inputs students who are

considered intelligent thinking paradigms.

In the process, these inputs undergo a

learning process according to the students'

main intelligence which is then

photographed in the form of a process-

based assessment as the output of learning

outcomes. Learning outcomes that

continue to take place in students are

realized in the context of outcomes,

meaning that students will experience the

achievement of their maximum

competence as long as their educational

life maximizes their main intelligence

(dominant multiple intelligences). Likewise,

parents of students or room supervisors

(musyrif-musrifah) help, accompany,

stimulate in many recommended daily

activities according to the child's multiple

intelligences.

The implications of multiple

intelligences on the learning management

system implemented at Bayt Al-Hikmah

Junior High School Pasuruan have positive

consequences for teachers in teaching

implementation. This consequence is

because the multiple intelligences teaching

strategies emphasize active student

learning. The multiple intelligences

learning strategy makes students the

champions in certain fields according to the

intelligence that stands out in them

because basically, every student has one or

more intelligence that stands out. The

multiple intelligences learning strategy

encourages teachers to innovate in their

teaching methods. Therefore, every teacher

is required to be more creative in finding

breakthroughs to optimize all types of

existing intelligence. As a learning strategy,

as long as it has the procedural activities

contained in the lesson plan. The multiple

intelligences strategy is such a broad

context. As for the name of the strategy, I

am trying to call it a multiple intelligences

strategy, for example, the socio drama

strategy (role play) is grouped in the large

family of multiple intelligences strategy.

Likewise guessing words, concerts,

simulations, and others. For example, in

musical intelligence (musical intelligence)

teachers can emerge by simply introducing

music into lessons, or by targeting

naturalist intelligence (naturalist

intelligence) simplifying lessons related to

flora and fauna into the procedure of

learning activities.

The basis of the application of the

theory of multiple intelligences in teaching

and learning that is urgently owned by

teachers is the power of creativity and a

more humanist paradigm of intelligence. It

takes the role of the teacher more than just

transferring knowledge and knowledge. In

the application of the theory of multiple

intelligences, the role of the teacher

becomes very vital, central and has a strong

influence on the process of implementing

multiple intelligence-based teaching and

learning. The teacher must first accept with

the strong and logical belief that the core

of the theory of multiple intelligences is

that all students have multiple intelligences

1332 | Implementation of the Concept of Multiple Intelligences Learning in an Islamic

Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School

(SBP)

or multiple intelligences. And no student is

stupid. The foundation of thought above is

a good initial foundation so that teachers

are able to apply the theory of multiple

intelligences in the teaching and learning

system.

CONCLUSIONS

Based on the descriptions and

explanations in the previous chapters, it can

be concluded as follows:

1. Allah implies that human abilities are

related to the realm of language

intelligence, logical-mathematical

intelligence, musical intelligence,

interpersonal intelligence, intrapersonal

intelligence, kinesthetic intelligence,

natural intelligence, and extensional

intelligence.

2. Implementation of the Multiple

Intelligences Concept at Bayt Al-Hikmah

Junior High School Pasuruan has been

going very well, in this case, it can be

seen:

a. Implementation of learning from

three important stages, namely

input, process, and output.

1) Input

At the input stage, the

school continues to apply the

entrance selection test in the

admission of new students,

intended to determine basic

abilities and mapping in Early

Childhood Education or

boarding schools as well as to

find out that the child is not a

child with special needs,

because the boarding

school/school is not ready to

facilitate facilities and

infrastructure. for children with

special needs until the quota is

met. Then students who have

been accepted will follow the

Multiple Intelligences Research

(MIR) process. MIR in this school

is carried out at least once a

year to be precise at the PPDB

(New Student Admission). MIR

in this school aims to determine

the class and determine the

tendency of students' learning

styles when in class later.

2) Procces

This stage is a curricular,

extracurricular, and

extracurricular learning process.

The multiple intelligences-

based learning processes

applied at Bayt Al-Hikmah

Junior High School Pasuruan

use various learning methods

including discovery-based

learning, scientific approach,

and so on. In his learning, he

found a lot of compatibility

between the teacher's teaching

style and the student's learning

style. Almost all of the learning

is focused on the condition of

students' activities. The teachers

at Bayt Al-Hikmah Junior High

School Pasuruan are also

experienced in using the

Multiple Intelligences learning

strategies in the learning

process. This is indicated by the

frequency with which the school

Muhammad Munzaini, Sugiyo, Dardiri Hasyim | 1333

carries out teacher training. This

training is carried out by an

Education consultant. And

mentoring is carried out for the

next two years, the Foundation

always sends its teachers to

attend training and lectures.

These training and lectures are

to give teachers an

understanding of how an ideal

learning process is.

3) Output

This stage is the last stage of

the 3 important stages of

applying the concept of

multiple intelligences in

schools. This stage is an

assessment of the learning

process. The assessment used is

an authentic assessment.

Authentic assessment in this

school is carried out on all

competencies that have been

learned by students through

learning activities and in this

assessment students are

assessed from three domains,

namely cognitive, psychomotor,

and effective.

b. The evaluation of the

implementation of the Multiple

Intelligences Concept at Bayt Al-

Hikmah Middle School as a whole

lies in the effectiveness of the

teacher's performance in teaching

using the multiple intelligences

concept, so this evaluation looks at

the extent to which a teacher is

successful in applying a method or

teaching style according to the

students' multiple intelligences.

Technically, the evaluation

implementation at Bayt Al-Hikmah

Junior High School Pasuruan is

divided into three stages, namely:

1) Lesson plan consultation

(learning plan)

Before teaching teachers,

teachers are required to make

preparations in the form of a

lesson plan. The lesson plan

must go through the

consultation phase with the

consultant. This aims to

determine the quality of the

lesson plan that will be used as

a reference for teachers in the

classroom.

2) Class observation

This class observation is

carried out by consultants and

school principals to find out

firsthand how to teach teachers.

And see the synchronization

between the lessen plans made

with the reality on the ground.

3) Feedback

Feedback is the final

evaluation from the consultant

to explain the results of the

observations made in the

learning process. It aims to find

a suitable teaching and learning

style.

Muhammad Munzaini, Sugiyo, Dardiri Hasyim                                                                     | 1334 
 
DOI : 10.36418/jrssem.v1i9.145      https://jrssem.publikasiindonesia.id/index.php/jrssem/index 
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