Collaborative learning with scientific approach and multiple intelligence: Its impact toward math learning achievement

Abstract

This study examined the effect of collaborative learning with a scientific approach (SA) on the learning achievement in mathematics viewed from the students’ multiple intelligences. This study compared two types of collaborative learning models, Three Steps Interview (TSI), and Think Pair Share (TPS). The participants of this study were grade 8 students of Secondary Schools in Sukoharjo, Central Java, Indonesia (N = 262). This study was a quasi-experimental study with a 3 × 3 factorial design. The results of the study can be concluded as follows. (1) TSI with a scientific approach got better math learning achievement than TPS with a scientific approach and classical with a scientific approach. Besides, TPS with a scientific approach got better learning achievement than classical with a scientific approach. (2) Students with logical-mathematical intelligence got better math learning achievement than students with linguistic intelligence and students with interpersonal intelligence, students with linguistic intelligence got better math learning achievement than students with interpersonal intelligence.

Keywords:

• Collaborative learning
• math learning achievement
• multiple intelligences
• scientific approach

Acknowledgment

We thank UNY for encouraging the writing of this journal.