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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 3, No. 1, April 2022 : 1-15 

©2022 Studies in Learning 
and Teaching 

Analyzing Multiple Intelligence Theory in Taiwan Elementary School: 
Tongmen Elementary and Tabalong Elementary School 

R M Simamora 
Indonesia Institute of the Art, Yogyakarta, Indonesia 

 

Article Info  ABSTRACT  

Article history: 

Received Oktober 30, 2021 
Revised November 10, 2021 
Accepted November 17, 2021 
Available Online April 30, 2022 

This study aimed to investigate the implementation of multiple 
intelligence theory in Taiwan Elementary School. The research 
conducted in Tongmen Elementary School and Tabalong Elementary 
School. According to Gardner's theory of multiple intelligences, the 
multiple intelligence perspective on learning, teaching, curriculum, 
and assessment are briefly described. In this study, the researcher 
chooses an observation as a research approach. Observation is 
appropriate for collecting data on naturally occurring behaviors in 
their usual contexts. The observation showed that both of the two 
schools has implemented and integrated the theories of MI in their 
learning process. The principals has completed students to be 
independent, how student will live in the community, school, 
knowing their own culture, learned directly in nature, how student 
control the weather, humidity, temperature, and how later when 
student study it further in the level. 

Keywords: 

Indonesia  
Learning 
Multiple intelligence 
Schools 
Taiwan  
Teaching 
 

 
https://doi.org/10.46627/silet  

INTRODUCTION  
The multiple intelligences theory was originally proposed by psychologist Howard Gardner at 
Harvard University in 1983. He defined seven measures of multiple intelligences: linguistics, 
logical-mathematics, visual-spatial, interpersonal, intrapersonal, musical, bodily-kinesthetic and 
naturalist. In 1997, Gardner added an eighth intelligence, the naturalist intelligence, and two 
years later a ninth intelligence, existentialist intelligence (Gardner, 1999).  

Gardner present evidence that human beings possess a range of capacities and potentials—
multiple intelligences that, both individually and in consort, can be put to many productive use 
individuals can not only come to understand their multiple intelligences but also deploy them in 
maximally flexible and productive ways within the human roles that various societies have 
created. Gardner claims that everyone has all eight intelligences to some degree, but each 
individual has his or her own pattern of stronger and weaker intelligences. Gardner also argues 
that most tasks require more than one intelligence working together. For example, the conductor 
of a symphony obviously uses musical intelligence, but also must use interpersonal intelligence 
as a group leader and bodily-kinesthetic intelligence to move in a way that is informative to the 
orchestra. The claim of separate and independent intelligences is, of course, central to Gardner’s 
theory.  

There are many studies related to multiple intelligences and elaborating multiple 
intelligences with different learning approaches. Based on the previous research, Hanafin (2014) 
shows that teachers believe MI theory-in-use delivers direct benefits to their students’ learning, 
motivation, and self-belief. Yavich & Rotnitsky (2020) obtained that the two dominant 
intelligences that were measured and influenced high achievement in the education system are 
not linguistic and logical, but only logical-mathematical. The findings also show that linguistic 
intelligence is not a dominant intelligence among students (both successful and unsuccessful). In 

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addition, Visser et al (2006) founded that highly diverse tests of purely cognitive abilities share 
strong loadings on a factor of general intelligence, and that ability involving sensory, motor, or 
personality influences are less strongly g-loaded. Other research, Emmiyati et al (2014) showed 
that there was no significant difference between male students and female students in verbal 
linguistic intelligence, visual-spatial intelligence, and naturalist intelligence.  

Principles of Multiple Intelligences 
According to Gardner & Hatch (1989) defined intelligence as “the ability to solve problem or to create 
products that are valued within one or more cultural settings.”  

Gardner (2011) initially identified seven intelligences that all individuals possess to varying 
degrees, and these intelligences might be combined and used in highly personal ways. In 
considering additional candidate intelligences, including naturalist, spiritual, existential, and 
moral ones, Gardner (1999) added naturalist intelligence as an eighth intelligence. These eight 
intelligences can be defined and summarized as follows.  

1. Verbal-linguistic intelligence relates to words and language, and is used in listening, 
speaking, reading, and writing.  

2. Logical-mathematical intelligence deals with deductive and inductive reasoning, numbers 
and relationships. It involves the ability to recognize patterns, to work with geometric 
shapes, and to connect different pieces of information.  

3. Visual-spatial intelligence includes being able to visualize an object and to create mental 
images. It deals with the visual arts, navigation, architecture, and certain games such as 
chess.  

4. Bodily-kinesthetic intelligence is related to physical movement, the knowledge of the body 
and its functions. It includes the ability to use the body to express emotions, to play a game, 
and to interpret and invoke effective body language.  

5. Musical intelligence includes the ability to recognize tonal patterns, pitch, rhythm, and 
timbre. It includes the sensitivity to environmental sounds, the human voice and musical 
instruments.  

6. Interpersonal intelligence is used in person-to-person relationships. It includes the ability to 
communicate with others, to have empathy for their feelings and beliefs, to work with and 
relate to others, and to understand their moods, temperaments, motivations, and intentions.  

7. Intrapersonal intelligence is based on the knowledge on the self, one's strengths, weaknesses, 
hopes, and desires. It includes metacognition, emotional responses, self-reflection and an 
awareness of metaphysical concepts.  

8. Naturalist intelligence consists of observing patterns in nature, identifying and classifying 
objects, and understanding natural and human made systems. 
Besides that, Phillips (2010) argued that a focus on traditional linguistic and logical teaching 

and testing strategies must broaden to include strategies that meet the needs of diverse learners.  

Multiple Intelligences in the Schools 
Integrating multiple intelligences into education represents a key component to student success 
regardless of the presentation method. An instructor who gears course material to address the 
needs of multiple intelligences will encourage academic success and promote a quality learning 
experience. An online learner must realize the significant role learning styles play in the 
educational process and would benefit from understanding individual strengths and weaknesses 
(Riha & Robles-Piña, 2009). Also, Shearer (2004) argued that the adoption of an MI perspective 
can have a profound effect on teaching, curriculum design, and school organization. To create 
and maintain an MI-inspired school requires ongoing and meaningful professional development 
of the faculty. New teachers need to be brought on board from the start and the skills of all 
teachers (and administrators) need to be continually expanded so that student can deal with real 
problems in ways that are theoretically consistent. 

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The theory of multiple intelligences (MI) brings a pragmatic approach to how we define 
intelligence and allows us to use our students’ strengths to help them learn. Students who read 
and write well are still smart, but student are joined by other students who have different talents. 
Through MI, schools and classrooms become settings in which a variety of skills and abilities can 
be used to learn and solve problems. Being smart is no longer determined by a score on a test; 
being smart is determined by how well students learn in a variety of ways (Hoerr, 2004). 

Many schools have implemented and integrated the theories of MI in their teaching learning 
process in schools. For examples, The New City School believed that the personal intelligences 
are the most important; at the Key School, however, all intelligences are valued equally. Latitude 
in implementation respects the professionalism of teachers and trusts their judgment to know 
how best to meet their students’ needs. Besides that, he said that MI theory helped this school to 
recognize that all of us have different intelligence profiles; not only do we learn differently, we 
teach differently too. Teaching teams became more than people working together and supplying 
emotional support; using MI meant that teams began to draw upon the expertise and interests of 
each member in planning curriculum and instruction (Hoerr, 2004). 

Other schools also used MI theory to develop their schools. Campbell and Campbell (1999), 
Russell elementary school, Lexington, Kentucky success used instruction with MI: student-driven 
curriculum, arts integrated into daily lessons in all classrooms, MI exploratory classes offered. 
Schools used assessment with MI: written classroom tests, projects, performances, and teacher 
observations, on state tests, scores doubled between 1992-1996 without one student at the 
“novice” level. And, Exposition (EXPO) for Excellence Elementary Magnet School, St Paul, 
Minnesota also success used instruction with MI: students learn content through MI in “family 
groups” that stay together for three years, students select three MI “theaters” or electives per year 
based on their interests. Schools used assessment with MI: classroom assessments include 
multimedia work samples, on Metropolitan Achievement Tests, students at school three or more 
years score at 75th percentile. 

The researcher think that how to apply this MI theory to teaching and learning are 
challenging. We talked about how to recognizing MI would change what happens in classroom, 
how students’ assessment would also have to change, and the impact this would have on 
communication with our students’ parents. We should enthusiastic but see embracing MI as a 
more complex effort than we originally thought.  

In addition, there are studies did in another schools. Suprapto et al (2017) points out that one 
of their studied said that give an example how MI theory has been implemented. School in 
Taiwan: Binmao Elementary School and Binmao Junior High School in Taitung County which 
implemented MI theory in their school, teachers success to decide on which topics, concepts, or 
ideas are of greatest importance and then present them in a variety ways in school. The principals 
have equip students to be independent, how student will live in the community, and how later 
when student study it further in level. In US, implementation of MI gives a positive impact to 
students achievement. The important things is the relationship between teacher beliefs, students 
and MI theory since not only MI offers guidance for improving learning but also both teacher and 
student realize that MI pluralizes the concept of intelligence and of being academically 
challenged. 

MI Teaching 
Wilson (2018) argued that transforming the classroom to a fun, positive, and challenging learning 
experience can be a daunting task. However, such a formidable process can be rewarding as well. 
Therefore, Arulselvi (2018) suggested that Multiple Intelligence Theory can be applied by 
educators, and language educators specifically, in the classroom. Tamilselvi & Geetha (2015) 
shows the importance of integrating MI activities in the lesson plans which aid students' learning, 
providing them with the optimum learning environment through their preferred learning 
medium and help them to achieve their fullest potential in their respective talented areas. Using 

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multiple intelligences to teaching allows teachers to teach for greater and enhanced 
understanding on important topics and themes for students and Arulselvi (2018), identifying 
students’ abilities, teachers are able to organize a variety of contents that offer learners ways to 
engage in active learning that matches or enhances their Multiple Intelligences. Therefore, 
Macías, (2013) suggested that when applying both MI and interest centers, the teacher was able 
to organize a variety of contexts, activities and materials that offered students several learning 
opportunities 

Gardner (1999) proposes three increasingly focused approaches to teaching for 
understanding: (1) entry points, (2) analogies, and (3) approaching the core. And, Amstrong 
(2009), presented 40 teaching strategies, five for each of the eight intelligences. The strategies are 
designed to be general enough and can apply them at any grade level, yet specific enough so that 
little guesswork is required to implement them. He encouraged to find additional strategies or to 
develop your own unique adaptations of existing strategies:  

1) Teaching Strategies for Linguistic Intelligence; storytelling, brainstorming, tape recording, 
journal writing, and publishing. 

2) Teaching Strategies for Logical-Mathematical Intelligence; calculations and quantifications, 
classifications and categorizations, socratic questioning, heuristics, and science thinking. 

3) Teaching Strategies for Spatial Intelligence; visualization, color cues, picture metaphors, idea 
sketching, and graphic symbols. 

4) Teaching Strategies for Bodily-Kinesthetic Intelligence; body answers, theater classroom, 
kinesthetic concepts, hands-on thinking, and body maps. 

5) Teaching Strategies for Musical Intelligence; rhythms, songs, raps, and chants, discographies, 
super-memory music, musical concepts, and mood music. 

6) Teaching Strategies for Interpersonal Intelligence; peer sharing, people sculpture, 
cooperative groups, board games, and simulations. 

7) Teaching Strategies for Intrapersonal Intelligence; one-minute reflection periods, personal 
connections, choice time, feeling-toned moments, and goal-setting sessions.  

8) Teaching Strategies for Naturalist Intelligence; nature walks, windows onto learning, plants 
as props, pet-in-the-classroom, and eco-study.  

MI Assessment  

Gardner (2006) argued that used assessment to test students, he said standardized tests for 
teachers, supervisors, soldiers, and police officers; we use adaptation of these instruments to 
assess capacities not only in standard areas of the curriculum but also in civics and arts; and we 
can draw on short-answer measures for assessing personality, degrees of authoritarianism, and 
compatibility for dating. The schools need summative assessments of finished products, 
assessments that show what students know and can do, as well as cumulative assessments, 
assessments that show how a problem was solved and the points of progress along the learning 
route. Each of these kinds of assessment provides insights into student thinking and also provides 
the student with information about personal achievement. And as the various intelligences are 
woven into instruction, student should be included in assessment (Hoerr, 2004). 

Hoerr adding that educators decry parents who focus on grades and standardized test scores, 
yet we often share only these measures of student progress. We need to recognize that there are 
many different assessment audiences and that not only what we assess, but also why and how 
we assess vary with the audience: for students, for students’ parents, for educators, for the larger 
community, for the larger educational institution (the school or district’s board of education, state 
board, and department of education).  

Arulselvi (2018) argued that there are many MI assessment tools available online or in print 
for use in the classroom. These tests can provide a fascinating snapshot for teachers to identify 
their students’ innate abilities. Identifying students’ abilities, teachers are able to organize a 

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variety of contents that offer learners ways to engage in active learning that matches or enhances 
their Multiple Intelligences. 

Besides of that, McKenzie (2005) offered additional insights into the relationship between 
human intelligence, technology, and effective instruction. He suggested there are two how to 
measure student mastery, namely, formative and summative methods of assessment, which must 
take place when addressing multiple intelligences through technology. Formative assessments 
are snapshots in time that allow teachers and students to check on progress in the process of 
learning. Formative assessments are ongoing and provide information that allows the teacher to 
modify instruction to increase opportunities for student success.  

In addition, Setiawan & Mardapi (2020) argues that assessment of MI-based curriculum that 
developed meets the criteria of valid, reliable, and meets the suitability of empirical data models. 
The first criteria are the MI-based creative curriculum assessment model developed to meet valid, 
reliable, and conformity criteria of an empirical data model. Second, the implementation of the 
assessment model had fulfilled the requirements worthy of using three criteria aspects. Aspect 1, 
the results of the assessment using creative instruments based on multiple intelligences on 
children get "very good" results: aspect 2, the readiness of the teacher in learning included in the 
"good" category. Aspect 3, teacher performance appraisal shows the "very good" category, and 
aspect 4, the benefits of the products developed are in the "very good" category.  

Summative assessment, on the other hand, is a measure of a student's success at the 
completion of a lesson or unit. Teachers require students to take skills and concepts and apply 
them to higher levels of thinking. For this reason, traditional paper and pencil assessments have 
used essays, word problems, and lengthy objective sections to measure the degree to which 
students have truly mastered material. Traditionally, summative assessments have been very 
final in the way student have been implemented. 

RESEARCH METHOD  
This study used a qualitative research approach. The researcher hopes to present an insider’s 
perspective into the events that will occur in the study as data are collected and analyzed. Ary et 
al (2010) stated that qualitative research, in contrast, focuses on understanding social phenomena 
from the perspective of the human participants in natural settings. It does not begin hypothesis, 
but it may in hypothesis as the study unfolds. This study, I obtained from two in Taiwan: 
Tongmen Elementary School and Tabalong Elementary School. The purpose of study to observe 
the implementation of multiple intelligences by both of schools. 

Three most common qualitative methods are observation, interview, collecting and 
examining. In this study, I choosed observation as this research method. Observation is 
appropriate for collecting data on naturally occurring behaviors in their usual contexts. Yin (2011) 
state that observing can be an invaluable way of collecting data because what you see with your 
own eyes and perceive with your own senses is not filtered by what others might have (self-) 
reported to you or what the author of some document might have seen.  

During these observations, the researcher also had note-taking to collecting data. It was used 
to find out the implementation of Multiple Intelligence Theory in two schools based on the eight 
intelligences. An analysis from observation was conducted through several stages as follow: 1) 
Taking picture of activities (Figure 1), 2) Watching the video-taped many times, 3) Transcribing 
recording from video and recorder, 4) Analyzing and classifying the data into categories related 
to eight intelligence activities. 

RESULTS AND DISCUSSION  

Description of Schools 

a) Tongmen Elementary School 
This school has been established since a hundred years ago. Tongmen elementary school want 
the students can learn fun. The purpose of teaching who can connect, identify and take care of 

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the mountain. So, this school trying to think and find what the students like. This school separate 
students becomes to two parts. The first is Tongmen Mountain and the second one is Tongmen 
Humanity. The first, taking the students to going to the mountain, to learn how to hunt, to learn 
how to survive. Second, teaching the students about their history and local industry. This school 
surround by mountains. If student go to the mountain, there are a lot of animals. Most of the 
animals are dangers. So, the teachers teach the students how to be safe, what the names and their 
habits. The teachers teach them how to use archery. The students also can teach the peoples how 
to use it. The teacher realized that is not enough to teach students using by textbook. That’s why 
the teacher always inviting students go to the outside. Most of the students is Aboriginal peoples 
therefore the teacher teach them where are student come from. Student can show their personality 
and take care of the mountain. The teachers also invite the students to the mountain to recognize 
the nature closer or environment. Make camping around of the mountain. Student can challenge 
the students to take care of themselves. Hunt pig and teach them how to cooking in outside.  

Second, Tongmen Humanity. Let students to know who student are. The first class is about 
I am Truku. Truku is the name of their tribe. So, student ask the teacher who is the senior assessor 
in their village. He is following up their knowledge about Aboriginal culture. Ask him to teach 
the students about home story and traditional artist of their history. The second class, let them to 
the village and drawing the picture on the wall. Student also teach students to recognize 
traditional knife. Traditional knife is the famous industry in their village. And student have 
already more than one hundred years. So, student also renew the creativity factory.  

This school has principal classes. Student invite all of students to the space building. Student 
also cooperate with the peoples in their village. Student environment provide a lot of source and 
student can keep learning. Student want the students learn in the summer vacation. Because 
student own experiences, the students always forget all of think that their learning in the school. 
The teachers want the students go to school but no just sitting in the classroom. Let them go to 
the outside to learn something is meaningful.  

b) Tabalong Elementary School 
Tabalong is historical school. This history has remained a hundred fifty years. Tabalong is means 
“white craft” because this school has a lot of craft. Interestingly, this school separated in two 
groups, namely, Regional Class and Pottery Class.  

This school focused on sport, art and music. Most of the student are good playing baseball. 
Student got the best competition of playing baseball and the best teacher can made pottery. This 
school also got the best Aboriginal dance. Ninety six persen of the students are Amis tribe. The 
government also encouraged this school to learn language. So, the begin to bring community 
resources to the school and teach them Amish language and stories. In summer student have 
harvest celebrate of Amis tribe. This school taught students to know their own culture. Like I 
mention before, this school also focus on art and music instruments like drama, flute, piano and 
so on. The school wanted the students can play what kind of music student want. This school 
hopefully the students can get one skill or one instrument. If student can get opportunity, student 
can bring with them. 

1. Tongmen Elementary School 

 

 

 

 

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 Dance performance of welcoming guests  Every student ready to shoot arrow 

 

 

 

 

 The paintings on the wall  Some of the fixtures in front of school 

2. Tabalong Elementary School 

 

 

 

 

 Preparation for the games on the class  Students start to make craft  

 

 

 
 

 

 

 

 Two of the crafts made by students 

 

Figure 1. The activities of student in Tongmen Elementary School and Tabalong Elementary 
School 

Table 1. Multiple intelligence perspective in Tongmen Elementary School 

No. 

The 
implementation 

of MI on 
learning process 

MI Perspective 

L M BK LM VS Inter Intra N 

1. The school teach 
students about 
reading, writing, 
speaking and 
listening.  

This activity 
encouraging 
the student 
abilities in 
speaking is 
one form of 
implementati
on linguistic 
intelligence. 

- - - - This activity 
as a form of 
teacher 
attention to 
students 
who 
experience 
learning 
difficulties 
in speaking. 

Students will be 
aware of 
themselves, 
know the 
shortcomings 
and know their 
strengths, 
especially in 
speaking skills. 

- 

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No. 

The 
implementation 

of MI on 
learning process 

MI Perspective 

L M BK LM VS Inter Intra N 

2. The school teach 
the students 
about their 
history and local 
industry. 

- - Teacher take 
on the role 
therefore 
student stand 
in front of the 
class to 
demonstrate 
the 
knowledge 
and skills. 

- - The 
activities as a 
form of 
closeness 
and the way 
of 
communicat
ion between 
the 
community 
and school. 

Students whose 
parents are 
standing in 
front of the 
class will feel 
proud and 
confident. In 
their minds will 
grow a new 
spirit and 
tremendous 
pride to 
themselves and 
their parents. 

- 

3. The teacher 
teaching 
students how to 
hunt pig and 
how to cook in 
outside 

- - Teacher take 
on the role 
therefore 
student stand 
in front of the 
class to 
demonstrate 
the 
knowledge 
and skills. 
The teachers 
teach them 
how to use 
archery. The 
students also 
can teach the 
peoples how 
to use it. 

- Students can 
recognize the 
animals in the 
mountain. 
There are a lot 
of animals. 
Most of the 
animals are 
dangers. So, 
student want 
students to 
memorize the 
names and 
their habits. 

The 
activities as a 
form of 
closeness 
and the way 
of 
communicat
ion between 
the 
community 
and school. 

Students whose 
parents are 
standing in 
front of the 
class will feel 
proud and 
confident. In 
their minds will 
grow a new 
spirit and 
tremendous 
pride to 
themselves and 
their parents. 

Students 
can 
recognize 
many 
animals in 
the 
mountain. 

4. The principal 
leading the 
student to know 
who student are. 

The 
promotion 
uses 
aboriginal 
language by 
using some 
slogans. 

The 
students 
also use 
some 
instrum
ent 
either by 
mouth 
or by 
musical 
instrum
ent. 

The students 
go out as a 
form of 
physical 
learning. 

- The students 
will be 
familiar with 
the space, 
street, and 
alley so train 
their space 
intelligence. 

Here 
students will 
practice to 
interact with 
others, 
either friend, 
teacher, and 
community. 

Through this 
activity then the 
student will 
also grow self-
esteem, self-
concept, and 
self-confidence 
to dare to 
appear. 

Students 
also learn 
at the 
same time 
directly 
with 
nature, 
how 
student 
control the 
weather, 
humidity, 
and 
temperatu
re. 

5. The teacher 
teaching 
students about 
home story and 
traditional artist 
of their history. 

This activity 
encouraging 
the student 
abilities in 
communicati
on with each 
other. 

This 
activity 
is 
accompa
nied by 
tradition
al art 
from the 
Aborigi
nal tribe. 

Student 
performance 
requires body 
work and 
manuver as 
part of a 
bodily-
kinesthetic. 

- - Student can 
interact with 
community 
in the 
village. 
Student can 
social 
relationship, 
able to know 
and use a 
variety of 
ways when 
do 
interaction. 

Through this 
activity then the 
student will 
also grow self-
esteem, self-
concept, and 
self-confidence 
to dare to 
appear. 

- 

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No. 

The 
implementation 

of MI on 
learning process 

MI Perspective 

L M BK LM VS Inter Intra N 

6. The teacher 
inviting students 
to know their 
village and 
drawing the 
picture on the 
wall. 
 

This activity 
encouraging 
the student 
abilities in 
communicati
on with each 
other. 
 

- Student 
performance 
requires body 
work and 
maneuver as 
part of a 
bodily-
kinesthetic. 

- Students have 
a good level 
of internal 
fantasies 
(internal 
imagery). So, 
it tends to 
imaginative 
and creative. 

Student can 
interact with 
community 
in the 
village. 

Through this 
activity then the 
student will 
also grow self-
esteem, self-
concept, and 
self-confidence 
to dare to 
appear. 
 

Students 
have a 
great 
interest in 
the 
environme
nt, 
including 
animals. 
 

7. Observation the 
nature 

- - Student 
illustrate how 
aboriginal 
people carry 
out 
something to 
the mountain 

Student 
will learn 
life 
science, 
tree age, 
stem 
diameter, 
flowers, 
leaves, 
cambium, 
pollination
, and the 
various 
dimension
s of the 
tree 

- - Students will 
have self-
awareness that 
the universe 
was created by 
God and we 
should be 
grateful. 

Students 
enjoy the 
objects 
and stories 
relating to 
natural 
phenomen
a such as 
the 
occurrence 
of clouds 
and rain, 
the origin 
of the 
animal, 
plant 
growth, 
and the 
astronomy
. Students 
have a 
great 
interest in 
the natural 
surroundi
ngs. The 
students 
really 
enjoyed 
the walk in 
the 
outside, 
like 
gardening 
or closely 
with the 
park and 
keep 
animals. 

8. Outdoor activity 
in order to close 
students with 
local culture. 

The story of 
tribes making 
the students 
learn to be 
prose, 
literacy, 
essays, and 
stories of the 
past 

Students 
are 
familiar 
with 
tradition
al music 

Student 
performance 
requires body 
work and 
maneuver as 
part of a 
bodily- 

- Because of 
activities 
outside the 
classroom 
students will 
be trained 
about 
sensitivity of 
space 

Students to 
practice 
interacting 
with each 
other, help 
each other 
and 
complement 
in the task 

Students also 
practice their 
independence 
and confidence 

Since the 
outdoor 
activity so 
many 
students 
learn 
about the 
nature 
around 

9. Every student 
showing their 
respect with 
other. 

- - - - - Students be 
able to feel 
the feelings, 
thoughts, 
behavior 
and 
expectations 
of others, 

Students have a 
sense of feeling 
in a situation 
that is taking 
place, 
understand 
themselves, and 
being able to 

- 

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No. 

The 
implementation 

of MI on 
learning process 

MI Perspective 

L M BK LM VS Inter Intra N 

and be able 
to cooperate 
with others. 

control 
themselves in 
conflict 
situations. 

Table 2. Multiple intelligence perspective in Tabalong Elementary School 

No. 

The 
implementation 

of MI on 
learning process 

MI Perspective 

L M BK LM VS Inter Intra N 

1. The school 
conducting 
sport, art craft 
and music 
course 
collaborating 
with expert. 

- Students 
have a 
musical 
intellige
nce 
easily 
recogniz
e and 
rememb
er tunes. 
Students 
with a 
sense of 
rhythm, 
beats, 
melody 
or 
timbre 
of a 
musical 
composi
tion. For 
example
: playing 
piano 

Students use 
the power of 
their hands 
and feet 
muscles to 
produce work 
through 
activities 
carve or weld. 
For example: 
baseball and 
dance 

- In art crafts, 
creative 
students use 
their spatial 
intelligence to 
form an 
artistic 
artwork. For 
example: 
make 
handcraft. 

- Students will be 
aware of 
themselves 
develop the 
skills of their 
imagination in 
designing a 
work of art 

- 

2. The school teach 
Amish students 
to know their 
own language 
and stories. 

The 
promotion 
uses 
aboriginal 
language by 
using some 
slogans 

This 
activity 
is 
accompa
nied by 
tradition
al art 
from the 
Aborigi
nal tribe. 

Student 
performance 
requires body 
work and 
manuver as 
part of a 
bodily-
kinesthetic. 

- - Here 
students will 
practice to 
interact with 
others, 
either friend, 
teacher, and 
community 

Through this 
activity then the 
student will 
also grow self-
esteem, self-
concept, and 
self-confidence 
to dare to 
appear. 

- 

3. The school have 
harvest celebrate 
of Amish tribe 

- Students 
have a 
promine
nt 
musical 
intellige
nce and 
easily to 
recogniz
e and 
rememb
er the 
tones. 
Students 
are also 
easy to 

Students can 
move and 
touch. 
Student have 
no control on 
their body 
movement, 
balance, 
agility, and 
grace of 
movement. 
Student 
explore the 
world with 
his muscles. 

- - Here 
demonstrati
ng the role of 
interpersona
l intelligence 
is required. 
Situation 
related to a 
failure of 
interaction 
between 
students and 
teachers or 
their 
parents. 
Students can 

The awareness 
to accept 
theirself (self-
concept), others 
and the 
environment 
(contextual 
efficacy) are 
part of 
intrapersonal 
intelligence in 
this case. The 
student can 
show an 
independent 
attitude and a 

- 

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No. 

The 
implementation 

of MI on 
learning process 

MI Perspective 

L M BK LM VS Inter Intra N 

follow 
the 
rhythm 
of the 
music. 

cooperate 
with team on 
the stage. 

strong, self-
confidence is 
very well. 

4. The teacher 
created students 
become two 
groups. The 
teacher provided 
game I, game II, 
and clay in the 
classroom. 

- - Students can 
show their 
performance. 
Student can 
control their 
body 
movement, 
balance, 
agility and 
elegance in 
the 
classroom.  
 

- Students are 
very 
prominent in 
art subjects. 
Students can 
understand 
the 
information 
through 
images and 
shaping the 
clay into a 
souvenir. 

Students can 
indicate 
social 
relationships
, knowing 
and using a 
variety of 
ways when 
interacting 
with other. 

Students are 
able to think 
focused and 
directed at 
achieving goals. 

- 

5. Triggering 
potential sports: 
baseball, and 
dance. 

- - This activity 
familiarizes 
students with 
healthy living 
through 
training and 
producing 
strong 
athletes. 

Students 
also learn 
to 
calculate 
the points 
as in the 
game of 
basketball 
and 
softball, 
how many 
points to 
throw two 
digits, 
three 
digits, and 
so on. It 
also 
studied 
the logic of 
how a 
strategy to 
defeat an 
opponent 
in a match. 

This activity 
also trains 
students 
insight into 
the space-
related field 
or stadium, 
for example: 
the size of the 
field, running 
track length, 
etc. 

- The school plan 
is to create 
student become 
national athlete 
so improve 
their confidence 
when 
participate in 
some 
tournaments, 
competition, 
events, and 
contests. 

- 

Description: 
L : Linguistic  
M : Musical   
BK : Bodily-Kinesthetic  
LM : Logical-Mathematical  
VS : Visual-Spatial  
Inter : Interpersonal  
Intra : Intrapersonal  
N : Naturalist 

  

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Table 3. The unique of two schools 

A Snapshot of Two MI Elementary Schools 

School Name Unique MI Features MI Perspective  

Tongmen 
Elementary 

School 

1) Students enjoy the objects and stories relating to natural 
phenomena such as the occurrence of clouds and rain, the origin of 
the animal, plant growth, and the astronomy. 

2) Students have a great interest in the natural surroundings. The 
students really enjoyed the walking in the outside, like gardening 
or closely with the park and keep animals. 

3) For visual-spatial, Gardner & Hatch (1989) argues that the 
capacities to perceive the visual-spatial world accurately and to 
perform transformations on one's initial perceptions.  

Naturalist and 
Visual-Spatial 

Tabalong 
Elementary 

School 

1) All students are intelligence in art crafts/artistic artwork. For 
example: make handcraft. 

2) All students are intelligence in sport, and music course 
collaborating with expert.  

3) For bodily-kinesthetic, Gardner & Hatch (1989) argues that abilities 
to control one's body movements and to handle objects skillfully. 

4) For musical, Gardner & Hatch (1989) argues that abilities to 
produce and appreciate rhythm, pitch, and timbre; appreciation of 
the forms of musical expressiveness. 

Visual-Spatial, 
Bodily-

Kinesthetic and 
Musical 

The Implementation of Multiple Intelligence Theory in Classroom 
Eisner (2004) founded that the implications of Gardner’s view for education pertain to the 
cultivation of the various ways in which humans reflect intelligently and the implicit 
recommendation that individual proclivities, interests, and intelligences be cultivated. Such an 
approach to schooling would yield differences among the outcomes for children whose 
intelligences differed. It is this orientation to the aims of education that conflicts dramatically with 
a standards-driven approach to school improvement. 

Martini-Jamaris (2014) conducted research on children aged 4-6 years in three stages of 
testing. The third stage was done by implementing mix method research and revealed that the 
children’s multiple intelligences were improved. The improvement of the children’s multiple 
intelligences assessed accurately. To decide the level of multiple intelligences improvement of the 
children, therefore, the assessment instruments equipped by measured standard used.  

Based on the previous research, McClellan & Conti (2008) argues that the most preferred 
Multiple Intelligences are ones that allow the learner to be actively and emotionally involved in 
the learning; these are Bodily-Kinesthetic and Musical. In Tabalong Elementary School showed 
that all students are intelligence in art crafts/artistic artwork. For example: make handcraft and 
all students are intelligence in sport, and music course collaborating with expert. For bodily-
kinesthetic, according to Gardner & Hatch (1989) argues that abilities to control one's body 
movements and to handle objects skillfully. For musical, Gardner & Hatch (1989) argues that 
abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of 
musical expressiveness.  

Author’s Perspective  

During the observation in both school, the researcher saw the schools keep try to teach students 
in classroom or outside based on MI Theory. Personally, the researcher believed about MI Theory. 
If we use interpretive paradigm then MI theory gives me opportunity to understand about the 
profile of human being in term of their ability in eight-abilities: linguistic, musical, logical-
mathematics, spatial, interpersonal, intrapersonal, bodily-kinesthetic, and naturalistic.  

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The researcher strongly suggesting all of educator to use MI theory as a teaching strategy in 
the classroom. Teaching with a cognizance of MI can improve student achievement because 
students have different dominant learning styles and different learning engagements reach 
students on different cognitive levels. Designing learning engagements with MI in mind serves 
to reach the range of learners in the class as well as deepen student understanding. 

The researcher thinking that learning about levels of multiple intelligences and how to use 
MI theory as a teaching strategy can help students as well as teachers to better understand each 
other in ways more than before. Like we tend to hold everything in, and not want to share our 
true thoughts because maybe we thinking that others may see us differently than who we really 
are, therefore, we need to know who we are, and what we are capable of being or becoming as 
well as knowing and understanding others, their feeling, and what student are capable of.  

As a researcher, always open to ideas of how might better understand and diversify my 
teaching to reach my students on the classroom. This idea of multiple intelligences recognizes 
that students vary in way student are able to understand concepts simply validates the 
importance of finding many ways to present and allowing students many ways to show their 
understanding. The researcher also believe that every student has his or her way of process 
information in terms of how student learn and how student retain the knowledge. Majority of 
students learn and understand a particular concepts through traditional lecture. Students learn 
best when teacher adopts various instruction techniques. Some students learn best when student 
can reflect the things student have learned. Student learn by listening, brainstorming and sharing 
ideas with others. On the other hand, some students learn best through conceptual learning and 
logical thinking. Some students need to be actively involved in their own learning by practicing 
hands-on problem solving. 

The implementation of MI theory in the classroom requires extra teacher guidance. Teachers, 
therefore, should think of all intelligences as equally important. This is in great contrast to 
traditional education systems which typically place a strong emphasis on the development and 
use of verbal and mathematical intelligences. Thus, the Theory of Multiple Intelligences implies 
that educators should recognize and teach to a broader range of talents and skills. I guess, the 
educators should make a structure the presentation of material in a style which engages most or 
all of the intelligences. This kind of presentation not only excites students about learning, but it 
also allows a teacher to reinforce the same material in a variety of ways. By activating a wide 
assortment of intelligences, teaching in this manner can facilitate a deeper understanding of the 
subject material. 

In addition, sometimes we think that in order to implement a variety of teaching methods 
that developed lately required a sophisticated equipment to support the learning process. When 
in fact it is not. In the application of Multiple Intelligences in the teaching process can be done in 
several ways, including by using music to develop Musical Intelligence, study groups to develop 
Interpersonal Intelligence, art activities to develop the Visual-Spatial Intelligence, role play to 
develop Bodily-Kinesthetic Intelligence, field trip (field trips) to develop nature Intelligence, 
using multimedia, self-reflection for developing certain personal Intra Intelligence, and others. 
Out of long habit patterns of teaching is teaching that only emphasizes the lecture method is very 
difficult, because people tend not to get out of your comfort zone. 

CONCLUSION  
The role of multiple intelligences is to know that every student has way of process information 
in terms of how student learn and how student retain the knowledge. Majority of students learn 
and understand a particular concepts through traditional teach. Students learn best when teacher 
adopts various instruction techniques. Some students learn best when student can reflect the 
things student have learned. The student learn by listening, reading, writing, dancing, 
brainstorming, nature walk and sharing ideas with others. On the other hand, some students 
learn best through conceptual learning and logical thinking. Khoiriyah & Suprapto (2021) argues 

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that critical thinking is reflective thinking in making decisions and problems analyzing situations, 
discussing problems, and thinking. Some students need to be actively involved in their own 
learning by practicing hands-on problem solving. 

Pasaribu & Suprapto (2020) argues that every child has their own experience, an expectation 
in future or their motivation and students have limited time to learn, and they have to focus on 
their learning.  Every students has strengths and challenges in abilities. No two people are the 
same. As a result, it is not fair to assume every student will learn best with the same instructional 
strategy. Each student has unique multiple intelligences and the different ways to learn. In other 
words, not every student learns best from a single teaching approach. As a teacher, I must 
constantly be aware of the learning styles of my students in order to incorporate instructional 
strategies that will enhance their learning potential. 

Both of schools, Tongmen Elementary School and Tabalong Elementary School have 
implemented and integrated the theories of MI in their teaching learning process. Student apply 
MI theory based on school background and culture. The principals has completed students to be 
independent, how student will live in the community, school, knowing their own culture, learned 
directly in nature, how student control the weather, humidity, temperature, and how later when 
student study it further in the level. In my opinion, a lot of things that can be imitated and adapted 
to the development of schools in Indonesia. In addition, it takes careful planning curriculum in 
applying MI in the classroom and outside the classroom, as was done by both schools. 

ACKNOWLEDGEMENTS  
The author would like to thank to Tongmen Elementary School and Tabalong Elementary School, 
Taiwan for giving me the opportunity to collect data for this research. 

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Author (s): 

* Roy Martin Simamora (Corresponding Author) 
Department of Performing Art Education, Faculty of Performing Art, 
Indonesia Institute of the Art, Yogyakarta, Indonesia 
Jl. Parangtritis No. KM. 6,5, Glondong, Panggungharjo, Kec. Sewon, Bantul, Daerah Istimewa Yogyakarta, 55188 

Email: simamoramartin@gmail.com, roy.simamora@isi.ac.id 

 
 

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mailto:roy.simamora@isi.ac.id

