SLIDE 1

Some of the social facts that underlie this research include: that mathematics is
one of the most important subjects in the curriculum. Mathematics can help students
acquire the skills needed to solve daily problems. Moreover, it develops students' skills,
independent thinking and self-control abilities (Dilek Işik & Kamuran Tarım, 2009), but
success in teaching mathematics cannot be considered satisfactory even though it has
been Given a reasonably intensive weekly time allocation. Another fact is that
mathematics, which consists of abstract concepts, is still a scourge for students.
Furthermore, the learning models used by teachers tend not to be able to accommodate
differences in student characteristics. These are some social facts that become
problems in learning.
Besides, some literature facts need to be considered. First, Novitasari (2016)
states that one of the causes of failure in learning mathematics is that mathematics
consists of abstract concepts. Second, Wibowo (2016) research states that it is needed
to consider differences in student learning styles to achieve success in learning. Third,
Jaap M. J. Murre (2011) research says that learning success is primarily determined by
the learning environment and an approach that considers individual differences.
By looking at these two facts, one of the solution steps that can be conducted is
to formulate a learning model that is more accommodating to differences in individual
characteristics. Next, the theory proposed by Howard Gardner regarding multiple
intelligences involved in learning as an excellent way of learning needs to be revealed
to accommodate these differences. The theory of multiple intelligences (MI), proposed
by Howard Gardner, suggests student-centred teaching and an approach that considers
the individual differences of learners. Many studies both in Indonesia and abroad have
conducted studies on the effectiveness of the learning process supported by MI on
mathematics materials such as Yıldırım 2006; Tarım and Iflazog˘lu 2006; k D, Tarım K,
2009; Gürbüz R, Birgin O, 2011; Gholamreza et al. 2012; Ali Ibrahim Can Gozum. 2013;
Septiana, KG & Ikhsan, J. 2017; Kartikasari, A. 2017; Karaduman, B. 2018; Mohammad
Niroo et al, 2018.
SLIDE 2
There are three objectives of this research, namely:
1. To determine the effectiveness of problem-based learning supported by multiple
intelligences (PBLMI) on students’ academic achievement and retention in
mathematics subjects
2. To determine the significant differences in students’ academic achievement and
retention who are taught using the PBLMI model in a short time and students who
are taught using the PBLMI model in a relatively long time.
3. To determine the effectiveness of PBLMI for eighth-grade students of junior high
school on retention in mathematics subjects
SLIDE 3
The type of research used is an experimental study involving 200 respondents who
were divided into four groups. The students in one of the experimental groups were
taught mathematics using PBLMI for ten weeks. The other three groups (one
experimental and two control groups) were randomly selected. One experimental class
group was taught mathematics by applying PBLMI in a relatively short or less than ten
weeks. Furthermore, in one of the controls and experimental groups, the researcher
acted as a teacher who taught the material to students.
In contrast, the researcher still developed the material in the other control group but was
taught by the classroom teacher using a direct teaching model. To obtain the data, the
mathematics achievement test, Personal Information Form (PIF) and The Teele
Inventory for Multiple Intelligences (TIMI) (2000) were previously developed. The
analysis used consists of Anova, Anacova, comparison test.
SLIDE 4
Problem-based learning activities based on MI theory begin by organizing activities that
students will carry out. Next, the teacher will start learning by expressing contextual
problems related to the topic. Then students are also asked to express ideas after being
given a stimulus through the problems raised by the teacher. In contrast to the
traditional way, groups of students who use a problem-based learning model supported
by MI are already actively participating in activities in heterogeneous groups.
Researchers (as well as teachers) act as guides in presenting subjects based on the
PBLMI model. After the topic ends, students will be given an exam individually. Their
team scores are based on individual scores.
SLIDE 5
This study indicates that the PBLMI model is quite effective in improving academic
achievement in mathematics subjects. In other words, the PBLMI model is more
effective than traditional learning models. Various studies have been conducted on the
involvement of MI theory in the learning process in different subjects (science,
mathematics, language, social studies, music, etc.); Armstrong 2000; Tarım and
Iflazog˘lu 2006; k D, Tarım K, 2009; Gürbüz R, Birgin O, 2011; Gholamreza et al. 2012;
Ali Ibrahim Can Gozum. 2013; Septiana, KG & Ikhsan, J. 2017; Kartikasari, A. 2017;
Karaduman, B. 2018; Mohammad Niroo et al, 2018; Mohd Ali Samsudin, et al (2015);
Atiek Winarti et al (2019); Hasan Aydin. (2019); Shahrokhi, M., Ketabi, S., & Dehnoo,
M.A. (2013); Emendu, Nnamdi B., & Udogu, M. (2013). The findings of these studies
remain consistent with the results of studies conducted using the PBLMI model. Another
finding in this study is that PBLMI is more effective for students who participate in the
PBLMI group whose learning duration is relatively long compared to students with the
PBLMI model whose learning duration is relatively short. These results indicate that the
effectiveness of a learning model can increase as the implementation process is
extended. Studies that focus on using an MI theory-based learning model in the long
term are still lacking. The last finding of this study is that the retention scores of students
taught by the PBLMI model are not significantly different from the retention scores of
students taught by the traditional teaching model. However, based on the research
process, the results obtained were not strong enough to prove that the PBLMI model
was ineffective on retention scores for mathematics subjects because the retention test
was conducted one month later due to the COVID-19 pandemic outbreak when the
students must study from home. Therefore, it is possible for changes in social life that
can reduce students' attention to their subjects and the experimental process is
negatively affected. Based on these assumptions, this study cannot conclude that
PBLMI is ineffective in student retention scores for mathematics subjects. Here is my
presentation. Thank you.
although the terms of student centering learning is already familiar with teachers, but
the actuality teachers still tend to use the demonstration learning method