23 Meanwhile, other people may solve a problem individually because they think it
is the best way to solve it. A person’s intelligence can also be seen from the way heshe acquires new
knowledge. This is supported by Gardner. Gardner 2011:64-65 proposes that a person’s intelligence also consists of “the potential for finding or creating
solutions for problems”. This potential enables a person to acquire new knowledge. Weinland has the same thought with Gardner’s statement. Weinland
in Haboush 2010: 42 believes that intelligence is the ability to learn. Each person has their own preferences in learning. These preferences are related to their
intelligences. However, though there are many kinds of intelligences, each intelligence is
unique. Intelligence, according to Nicholson-Nelson 1998: 9, is located in many different parts of the brains, which are interconnected, rely upon one another, can
work independently if needed and can be developed with the right environmental conditions. It means that a person does not just have one kind of intelligence.
Inside a human mind, there are many kinds of intelligences. Those intelligences work together. However, if it is needed, their intelligence can work alone.
Intelligence is one of the very important factors to be considered in the education. If intelligence affect the way a student’s learns, a teacher should
consider that they need to design a teaching and learning process that is not just promote certain kind of intelligence. They should design a class that can make
students learn in many different ways.
24
b. Theory of the Multiple Intelligences
Gardner first proposed his idea of the theory of multiple intelligences in 1983. This theory provides a way of understanding intelligence, which teachers
can use as a guide for developing classroom activities that address multiple ways of learning and knowing. Gardner concluded that there were at least seven
different types of intelligences that everyone seems to possess to a greater or lesser degree. As the theory evolved, Gardner in 1993 adds an eighth intelligence
to this list. Firstly, there is Verbal-Linguistic intelligence. Baum et al. 2005:14 states
that Verbal-Linguistic intelligence is connected with the ability to express what’s in one’s mind and to understand other people by the means of language. It
includes the ability to producing language. A person strong in this intelligence usually has the sensitivity in inferring the implicit meaning in language.
Then, the Mathematical-Logical intelligence is also one of the Multiple Intelligences suggested by Gardner. According to Nicholson-Nelson 1998: 10, it
involves the ability to reason deductively or inductively. This intelligence also relates to the ability to recognize and manipulate abstract patterns and
relationships. Mathematical-Logical students are good at problem-solving and reasoning skills and asking questions in a logical manner. They can also excel in
science-related logic and problem-solving. Another intelligence that is in the list is the Visual-Spatial intelligence.
Nicholson-Nelson 1998: 10 defines this intelligence as to “the ability to create visual-spatial representations of the world and to transfer them mentally or
25 concretely”. Students who have highly developed spatial intelligence need a
mental or physical picture to best understand new information; do well with maps, charts, and diagrams; and like mazes and puzzles. They can also excel in drawing,
designing, and creating things. After that, there is the Bodily-Kinesthetic intelligence. McKenzie 2005:
12 says that students who excel in this intelligence are doing better if they learn something by doing it. They are good at solving problems, making things, and
conveying ideas and emotions if they can use their body. Students who exhibit bodily-kinesthetic intelligence are also good at physical activities, hand-eye
coordination, and have a tendency to move around, touch things, and gesture. The next intelligence is the Musical intelligence. Based on Armstrong
2009:7, this intelligence relates to a person’s ability in the sensitivity to the pitch, timbre, and rhythm of sounds as well as responsiveness to the emotional
implications of these elements of music. They are strong in remembering melodies or recognizing pitch and rhythm. They enjoy listening to music and are
aware of surrounding sounds. After that, there is the Intrapersonal Intelligence. Gardner 2011: 253
suggests that the innermost of the development of this intelligence is “access to one’s own feeling life.” This encompasses the ability to understand one’s own
emotions, goals, and intentions. Students strong in intrapersonal intelligence have a strong sense of self, are confident, and can enjoy working alone. They usually
are able to figure out their own strengths and abilities.
