Exploring the role of multiple intelligences: A systematic review for cognitive transformation in biology learning
Traditional approaches to understanding intelligence often overlook the diverse cognitive capacities students possess, limiting inclusivity and educational effectiveness. Howard Gardner's Theory of Multiple Intelligences (MI) offers a comprehensive framework for reconceptualizing how learners p...
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| Language: | English |
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University of Muhammadiyah Malang
2025-07-01
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| Series: | JPBI (Jurnal Pendidikan Biologi Indonesia) |
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| Online Access: | https://ejournal.umm.ac.id/index.php/jpbi/article/view/40959 |
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| author | Muhammad Zahrudin Afnan Rinie Pratiwi Puspitawati I. Isnawati |
| author_facet | Muhammad Zahrudin Afnan Rinie Pratiwi Puspitawati I. Isnawati |
| author_sort | Muhammad Zahrudin Afnan |
| collection | DOAJ |
| description | Traditional approaches to understanding intelligence often overlook the diverse cognitive capacities students possess, limiting inclusivity and educational effectiveness. Howard Gardner's Theory of Multiple Intelligences (MI) offers a comprehensive framework for reconceptualizing how learners process information and develop cognitively. This study explores cognitive transformation through MI theory, analyzing its role in cognitive processes and educational outcomes. Using PRISMA methodology, 1,402 peer-reviewed articles from the Scopus database (2010–2025) were reviewed, employing a descriptive qualitative approach. Findings highlight the distinct roles of Gardner's eight intelligences —linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic—in cognitive development. Key indicators of transformation include abstract-to-concrete reasoning, concrete-to-abstract conceptualization, and the generation of novel ideas. For instance, naturalistic intelligence fosters ecological understanding in biology, while bodily-kinesthetic intelligence enhances comprehension of physical sciences through experimentation. MI-based pedagogy promotes inclusivity, engagement, and creative problem-solving, underscoring its potential to address cognitive diversity. Future research should focus on empirical testing of MI strategies, developing assessment tools, and leveraging technologies for personalized learning. |
| format | Article |
| id | doaj-art-28642b7e77cf458c93b8e1323c1a5dfd |
| institution | Matheson Library |
| issn | 2442-3750 2527-6204 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | University of Muhammadiyah Malang |
| record_format | Article |
| series | JPBI (Jurnal Pendidikan Biologi Indonesia) |
| spelling | doaj-art-28642b7e77cf458c93b8e1323c1a5dfd2025-07-15T05:29:34ZengUniversity of Muhammadiyah MalangJPBI (Jurnal Pendidikan Biologi Indonesia)2442-37502527-62042025-07-0111262563710.22219/jpbi.v11i2.4095939089Exploring the role of multiple intelligences: A systematic review for cognitive transformation in biology learningMuhammad Zahrudin Afnan0Rinie Pratiwi Puspitawati1I. Isnawati2Biology Education Masters Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, IndonesiaBiology Education Masters Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, IndonesiaBiology Education Masters Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, IndonesiaTraditional approaches to understanding intelligence often overlook the diverse cognitive capacities students possess, limiting inclusivity and educational effectiveness. Howard Gardner's Theory of Multiple Intelligences (MI) offers a comprehensive framework for reconceptualizing how learners process information and develop cognitively. This study explores cognitive transformation through MI theory, analyzing its role in cognitive processes and educational outcomes. Using PRISMA methodology, 1,402 peer-reviewed articles from the Scopus database (2010–2025) were reviewed, employing a descriptive qualitative approach. Findings highlight the distinct roles of Gardner's eight intelligences —linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic—in cognitive development. Key indicators of transformation include abstract-to-concrete reasoning, concrete-to-abstract conceptualization, and the generation of novel ideas. For instance, naturalistic intelligence fosters ecological understanding in biology, while bodily-kinesthetic intelligence enhances comprehension of physical sciences through experimentation. MI-based pedagogy promotes inclusivity, engagement, and creative problem-solving, underscoring its potential to address cognitive diversity. Future research should focus on empirical testing of MI strategies, developing assessment tools, and leveraging technologies for personalized learning.https://ejournal.umm.ac.id/index.php/jpbi/article/view/40959cognitive transformationmultiple intelligenceintelligence-based learningeducation strategy |
| spellingShingle | Muhammad Zahrudin Afnan Rinie Pratiwi Puspitawati I. Isnawati Exploring the role of multiple intelligences: A systematic review for cognitive transformation in biology learning JPBI (Jurnal Pendidikan Biologi Indonesia) cognitive transformation multiple intelligence intelligence-based learning education strategy |
| title | Exploring the role of multiple intelligences: A systematic review for cognitive transformation in biology learning |
| title_full | Exploring the role of multiple intelligences: A systematic review for cognitive transformation in biology learning |
| title_fullStr | Exploring the role of multiple intelligences: A systematic review for cognitive transformation in biology learning |
| title_full_unstemmed | Exploring the role of multiple intelligences: A systematic review for cognitive transformation in biology learning |
| title_short | Exploring the role of multiple intelligences: A systematic review for cognitive transformation in biology learning |
| title_sort | exploring the role of multiple intelligences a systematic review for cognitive transformation in biology learning |
| topic | cognitive transformation multiple intelligence intelligence-based learning education strategy |
| url | https://ejournal.umm.ac.id/index.php/jpbi/article/view/40959 |
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