TERAPAN GAGASAN GARDNER BAGI PENGEMBANGAN TEORI BELAJAR
Abstract
Perkembangan teknologi komunikasi membuktikan asumsi globalisme tersebut dengan temuan aneka alat yang memperpendek jarak komunikasi personal. Berbagai media muncul yang memudahkan umat manusia untuk mencapai keinginannya. Dunia memasuki fase baru yang persoalannya jauh lebih kompleks dari dunia yang dikenali sebelumnya. Problemnya adalah bahasa sains rupanya tidak cukup memadai menyadarkan orang atas gejala alam hingga tuntutannya para saintis sebaiknya mulai belajar linguistik. Linguistik penting karena fenomena alam tidak berbicara bahkan atas dirinya namun berekspresi dan menstimulasi manusia untuk memahaminya. Metode penelitian dalam artikel ini menggunakan deskriptif yakni untuk menjelaskan gagasan Gardner yang memperkelankan Multiple intelegence. Multiple intelegence adalah salah satu teori yang mentransendensikan berbagai disiplin pengetahuan untuk kepentingan pembelajaran yang di dalam prakteknya mengklasifikasi kecenderungan belajar setelah menyelami karakter dasar kecerdasan personal. Teori ini sedemikian rupa bermanfaat untuk mendekatkan pembelajar dengan persoalan-persoalan nyata kehidupannya.
ABSTRACT
The development of communication technology proves the assumption about globalism with the invention of various tools that can shorten the distance of personal communication. The diverse media appears that allows man to achieve their will. The world enters a new phase which its problems are more complicated than the known world before.The problem is that the scientific languages seem not to be enough to disenchant man on natural phenomenon so that scientists need to learn about linguistics. The linguistics are important thing since the natural phenomena are silent but attracting man's attention to understand it. The research method in this article uses description, that is, exploring Gardner's paradigm that introduces multiple-intelligence. The multiple-intelligence is one of theories that transcend any knowledge disciplinary in the sake of learning which its implementations classify learning tendencies after recognizing the basic character of individual intelligence. The theory is more beneficial to familiarize students with their own real-lifel problems.
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