Program Pendidikan Untuk Mengembangkan Kecerdasan Jamak Anak Di Taman Kanak-Kanak Ananda Tahun 2010

Wihardit, Kuswaya (2011) Program Pendidikan Untuk Mengembangkan Kecerdasan Jamak Anak Di Taman Kanak-Kanak Ananda Tahun 2010. Doctoral thesis, Universitas Negeri Jakarta.

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Abstract

This research used qualitative approach focussing on “the multiple intelligences development of Ananda Kindergarten Students"'. It concentrated on sub-focus curriculum, teaching-learning process, and evaluation process. According to these sub-focus, the objectives of the research was to obtain empirical data about" the implementation of national curriculum, the practice of teaching learning process, and application of evaluation process which developed the multiple intelligences. This research used a phenomenological-naturalistic study to understand the phenomena and its natural setting. The basic instrument was human instrument with using in-depth interviews, observations, and documentation technique. The research findings were: 1) the national curricullum for kindergarten had accomodated and facilitated mUltiple intelligences development, it means that the curriculum contained and encouraged teaching-learning prosses to develop multiple intelligences; 2} domain analysis showed the domains were related to multiple intelligences development including education program, such as curriculum, teaching-learning process, evaluation, and facilities utility; 3) Taxonomy analysis showed all three domains were curriculum focused on, the basic competences dimension including those of bodily-kinesthetic, verbal-linguistic, logical-mathemathical, intrapersonal intelligence, intrapersonal, and intelligence. The teaching-learning process focused on kinesthetic-bodily, verbal-linguistic, and music-ritmic intelligence. While on evaluation process it focused on verbal-linguistic, kinesthetic-body, logicalmathemathical, intrapersonal, interpersonal and visual-spacial intelligence. 4) Theme analysis showed that the quality of teaching-learning process increased when multiple intelligences was implemented, and learning outcomes increased when quality of teaching-learning process was improved. It was concluded, the teachers had implemented multiple intelligences development on teaching-learning prosess, but it had some weaknesses caused by curriculum which did not state multiple intelligences explicitly; teachers had no guideline book for teaching multiple intelligences; and teachers were not yet trained in multiple intelligences competencies before.

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