Muhammad Fadloli, 0404518007 (2020) ANALISIS MULTIPLE INTELLIGENCES SISWA PADA PEMBELAJARAN KIMIA POKOK BAHASAN KELARUTAN DAN HASIL KALI KELARUTAN DENGAN PENERAPAN INKUIRI TERBIMBING. Masters thesis, UNNES.

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Abstract

Multiple Intelligences theory is a theory which states that a human has more than one intelligence. This theory is very useful for a person in undergoing a learning process. Multiple Intelligences theory consists of eight intelligences. However, the intelligences tested in this study are only two of them, namely verbal-linguistic and logical-mathematical intelligences. This research aims to find out the profile of verbal-linguistic and logical-mathematical intelligences, and students’ responses in the chemistry learning that the subject of Solubility and Solubility Products with the application of guided inquiry. This research is descriptive�quantitative which the quantitative data is used to categorize the level of students’ intelligences. The subject of this study is all students of XI IPA SMA N 8 Semarang which are 173 students. The design of this study is one shot case study. The method of this study are problem determination, purpose formulation, literature review, research methods determination, collecting data, data analysis, and compiling reports. The data is collected by observation, test, documentation, and interview methods. The data is analyzed descriptive-quantitatively, namely the discussion of the result of the study is described systematically, factually, and accurately based on the quantitative data concerning the facts about students according to the reality in the school. The result of this study obtained the level of students’ intelligences is different between one another. The data of verbal�linguistic intelligence in spoken and written is obtained the percentage of 63.54%, and 60.18%, while logical-mathematical intelligence is obtained the percentage of 63.07%. The result of the students’ responses toward inquiry-based learning is obtained the percentage of 72.13%. Based on the result of the study, then it can be concluded that the profile of verbal-linguistic in spoken and written has “High” and “Medium” categories, while logical-mathematical intelligence has “High” category. Students’ responses to inquiry-based learning has “Good” category.

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