Furthermore, intelligence may consist of some areas, such as the ability to speak, the way to express things in numbers, and the process to illustrate or visualize
things in some ways. Second, Gleitman and his associates broadly put, intelligence refers to the
capacity that allows people to acquire new knowledge and use it to draw conclusions, solve problems, and adapt to new circumstances.
17
Similarly, Smith also s
tates, intelligence is brightness, “sharpness”, ability to solve problem, speed in figuring things out, and capacity to learn from experience.
18
In other words, intelligence relates to how people think and act carefully, such as in finishing a
work, facing a problem, dealing with novel situation, and so on. However, Sdorow and Rickabaugh explain that recognizing the intelligent
behavior, though, is easier than defining itself. Intelligence reflects how well we function.
19
It shows that intelligence is the reflection of people performance in their daily life. In addition, intelligence relates to how people communicate to
others, learn many things and achieve something as a form their best result of life. Shortly, intelligence is the human individual ability to acquire knowledge
then apply it in some ways of daily life such as to behave in surroundings, do some works, solve problems, and get success. Besides, it also mostly involves the
organization of the human thinking. Then, for students, intelligence may show their learning style in class and their achievement of a subject.
2. Definition of Intelligence Quotient IQ
The word of IQ stands for Intelligence Quotient. Generally, the IQ becomes a measurement for people to know someone’s intelligence. The IQ may
reflect people performance in their life such as the behavior in daily life, the attitude in many things, the way of communications to others, the success of life
17
Henry Gleitman, James Gross, and Daniel Reisberg, Psychology, New York: W.W. Norton Company, Inc., 2004. p. 545
18
B. Othanel Smith, Educational Psychology, New York: Rand McNally College Publishing Company, 1975, p. 19.
19
Lester M. Sdorow and Cheryl A. Rickabaugh, Psychology, New York: McGraw-Hill, 2002, p.303.
and so on. Then, the IQ represent in form of IQ score which gotten by passing a set of test in certain institution.
Historically, the concept of Intelligence Quotient was introduced by German psychologist, William Stern who claimed that IQ represented the ratio of
a child’s mental age to his or her chronological age. For any chronological age, the a
verage IQ was arbitrarily set at 100. Obviously, if a child’s mental age was greater than the chronological age, the child’s IQ would be above 100. If the
mental age were lower than the chronological age, the child’s IQ would be below
100. The formula for calculating IQ is:
20
IQ = Mental Age
x 100 Chronological age
In 1905, the Minister of Public Education in Paris, France asked Alfred Binet to study the mental obstacles of children who had less developed
intelligence or to identify who includes into slow learners.
21
Because of that, the term intelligence is beginning to be known. In the book of Sprinthall, et al, Binet
discovered the essential of intelligence to judge well, to comprehend well, and to reason well, he admits that a person can be either succeed or fail because of
intelligence. Moreover, Binet believed that intelligence was a general attribute that manifested itself in many different spheres of cognitive functioning. This
belief led him to construct a test that included many subtasks. He also states that IQ is an estimate of how developed the child was intellectually.
22
It means that IQ may reflect someone progress, from a child until adult, especially in
developing hisher intelligence. Briefly, someone’s intelligence can be known as Intelligence Quotient
IQ. The IQ is the result of dividing the mental age by chronological age then
20
John M. Darley, Sam Glucksberg, and Ronald A. Kinchla, Psychology, New York: Prentice-Hall, 1986¸ p. 322.
21
Lester M. Sdorow and Cheryl A. Rickabaugh, op. cit., 2002, p.305.
22
Norman A. Sprinthall and Richard C. Sprinthall, Educational Psychology, New York: McGraw Hill Inc., 1994, p. 437.
