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4. Musical-rhythmic Intelligence
Musical-rhythmic intelligence appeared in this study when the students were carrying out an exercise together, singing songs, and playing musical
instrument. Gardner in Campbell, 1996: 133 stated that because of the strong connection between music and the emotion, music in the classroom could help to
create positive emotional conducive environment learning. The teacher played cassette during the exercises and the students followed teacher’s movement.
Furthermore, singing some songs and playing musical instruments gave chances to the students to express themselves. “It showed the utilizing the human voice
and body as natural instruments and means to express self- expression” Gardner
in Campbell, 1996: 133. Gardner in Campbell 1996: 134 explained that Plato claimed that “rhythm and harmony sink deep into the recesses of the soul and take
the strongest hold there, bringing the grace of body and mind which is only to be found in one brought up in the
right way.”
5. Visual-spatial Intelligence
In this study, visual-spatial intelligence appeared when the students were drawing and colouring the pictures of Indonesian national flag, colouring a picture
of a patriot, and making a greeting card. The teacher asked the students to colour the picture of Pangeran Diponegoro and Indonesia flag. According to Gardner in
Campbell, 1996: 96, visual-spatial included an aggregate of related skills including visual discrimination, recognition, projection, mental imagery, spatial
reasoning, image manipulation and the duplication of inner or external imagery, any or all of which may be expressed by a single person. Colouring a picture of a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61 flag or a
patriot and making a greeting card could explore students’ imagination to be more creative. It showed students’ visualisation of how the picture could be
seen as the best they could make at that time.
6. Interpersonal Intelligence
Gardner in Campbell, 1996: 160 stated that interpersonal intelligence enabled students to understand and communicate with others, noting differences
in moods, temperaments, motivation, and skills. It included the ability to form and maintain relationships and to assume various roles within groups. In this study,
interpersonal appeared when the students working in group, playing together in the playing ground and playing area. The result of observation showed that
interpersonal intelligence happened in the first, second, fifth, and seventh meetings. The activities that worked in group were making a chain, colouring the
picture of Pangeran Diponegoro, sticking dry leaves, and making a greeting card. In such activities, the students had to work in group for sharing the glue, crepe
paper, dry leaves, pictures, and pastels. During playing in the playing ground and playing area, the students also shared the toys. It was proven that students were
closely connected to interaction each others. Interpersonal showed how they had a good relationship to each other. Humphrey in Campbell 1996: 160 stated that
the greatest creative use of the human mind is to maintain human society effectively.
7. Intrapersonal Intelligence
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