REiD (Research and Evaluation in Education), 6(2), 2020, 119-129

Available online at: http://journal.uny.ac.id/index.php/reid

Multiple intelligences instrument development: Identification

system of multiple intelligences tutor

1
Mery Berlian; 2Iqbal Miftakhul Mujtahid; *3Rian Vebrianto; 3Musa Thahir
1
Faculty of Science and Technology, Universitas Terbuka Pekanbaru
Jl. Arifin Ahmad No. 111, Sidomulyo Timur, Marpoyan Damai, Kota Pekanbaru, Riau 28289,
Indonesia
2
Faculty of Law, Social Sciences, and Political Sciences, Universitas Terbuka Pekanbaru
Jl. Arifin Ahmad No. 111, Sidomulyo Timur, Marpoyan Damai, Kota Pekanbaru, Riau 28289,
Indonesia
3
Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sultan Syarif Kasim Riau
Karya Indah, Tapung, Kampar, Riau 28293, Indonesia
*Corresponding Author. E-mail: [email protected]

Submitted: 16 October 2020 | Revised: 15 November 2020 | Accepted: 1 December 2020

Abstract
Research instruments are an important factor in a study in which the truth of researched results lies that
determines the conclusion. Instruments are used to collect data and measure a research variable's object.
This study aimed to retest a valid, consistent, and reliable instrument related to multiple intelligences prev-
iously developed by McClellan & Conti. In this study, Multiple intelligences adapted from American psy-
chologist, Howard Gardner, consisted of nine constructs, namely: (1) physical/kinesthetic, (2) existential/
spiritual, (3) interpersonal, (4) intrapersonal, (5) logical thinking, (6) musical/rhythmic, (7) naturalistic, (8)
verbal, and (9) visual. Designed as a survey study, it involved 140 respondents from primary education tu-
tors of Universitas Terbuka at Pekanbaru selected using simple random sampling techniques. The data
was analyzed using SPSS version 23.00 for Windows. The results showed that all questionnaire items were
valid and reliable with a high average Cronbach Alpha reliability value (0.763 > 0.6), and every statement
item has a high value (0.786 – 0.887) with a total construct value of 0.859. This study provides an alter-
native assessment related to multiple intelligence. Knowing each tutor's multiple intelligences will make
the tutor focus more on the superiority of his intelligence. This will have good consequences for the
development of the student learning process.
Keywords: multiple intelligences, instrument development, tutor, mapping

How to cite: Berlian, M., Mujtahid, I., Vebrianto, R., & Thahir, M. (2020). Multiple
intelligences instrument development: Identification system of multiple intelligences
tutor. REiD (Research and Evaluation in Education), 6(2), 119-129.
doi:https://doi.org/10.21831/reid.v6i2.35120.

Introduction various types of intelligence which go hand in

hand with their potentials. However, in Indo-
In the 21st century, competition and
nesia, intelligences are still regarded as a single
challenges in all life aspects have become
intelligence, that is, one is considered intelli-
fiercer than ever. This century demands the
gent when they excel in academics (Vebrianto
mastery of various knowledge and skills, thus,
et al., 2020). Many students are disappointed
urging educational institutions to improve in
or discontent with how their teachers teach at
order to prepare individuals to face the real
schools (Gardner, 1983). Teachers tend to be
world. Basically, humans are equipped with
monotonous in their way of teaching. Rather

This is an open access article under the CC-BY-SA license.

 https://doi.org/10.21831/reid.v6i2.35120
Mery Berlian, Iqbal Miftakhul Mujtahid, Rian Vebrianto, & Musa Thahir

than adjusting to their student’s diverse and learning strategies should adopt student-based
distinct intelligences, they adjust to their own approach; (3) method selection should be ad-
intelligence (Fikriyah & Aziz, 2018). Imple- justed in accordance with students’ learning
mentation of intelligence is still not taken seri- style; and (4) learning strategies should be ac-
ously and still tends to ignore the fundamen- companied with authentic assessment rubrics
tals of multiple intelligences themselves. (Suniyah et al., 2018). Other research also
Study results show that one of common shows that the implementation of multiple in-
problems faced by students are discrepancy telligences learning can be considered success-
between students’ learning style and educa- ful if the types of learning instruments (sylla-
tors’ teaching style (Patimah et al., 2019). bus, lesson plans, learning materials, and also
Teachers are having difficulties in choosing an learning evaluations) are available and there is
appropriate strategy (Sadiqin et al., 2017). Pro- a desire from the teacher to learn the theory
spective teachers are also having the same and the way of delivering the material using
problem when it comes to lecture, especially MI theory (Asad et al., 2020). This is support-
freshmen adjusting to new environment, from ed by a study showing that assessment instru-
high school to college. Some students find it ments can be beneficial in many ways, includ-
challenging to follow the materials delivered ing in academic achievement (Damaianti et al.,
by the teachers. In this case, Universitas Ter- 2020).
buka has not yet carried out a mapping or Another corroboration comes from a
strived for an improvement to teaching meth- study showing that the implementation of
ods for tutors. multiple intelligences strategy in the class can
Reflecting on those conditions, tutors optimize students’ learning skills (Derakhshan
are expected to facilitate a learning process & Faribi, 2015). They claim that multiple in-
that embraces all kinds of students’ intelli- telligence strategy should be applied in classes
gence and to implement integrated learning to to boost up the students’ learning skills. Thus,
make it more meaningful and easier to under- tutors are expected to come up with ways to
stand. This is because the tutor will prepare deal with problems arising from the imple-
the best learning process according to the mentation of MI-based learning strategy. Be-
multiple intelligences he has. The essence of sides, a tutor is also urged to be able to organ-
multiple intelligences, according to Gardner, ize class management, establish good inter-
is recognizing the uniqueness of each individ- action, communication, and relationship with
ual and their way of learning, developing their students (Adedigb & Sulaiman, 2020).
models to assess them, and infinite ways to Several studies have been conducted to
realize themselves in this world (Nadejda & identify the multiple intelligences of students.
Nina, 2020). During learning process, a tutor Some of them have shown that: (1) lecturers'
should be conscientious and take into account pedagogical competence, intellectual intelli-
many things including learning approaches gence and also self-efficacy simultaneously
being used. Tutors must identify and under- influence the students’ learning motivation
stand different intelligences. Activities design- (Lumbantobing, 2020); (2) lecturers have ade-
ed by teacher must foster the development of quate behavior and abilities so that they can
multiple intelligences, integrating individual develop students' abilities completely (Haerazi
differences in the process (Adilla et al., 2019). et al., 2020); and (3) lecturers regularly update
In addition, some students may display all in- their skills and knowledge to maintain effec-
telligences in themselves and some only dis- tive teaching activities in the context of pro-
play one kind of intelligence (Yavich & fessional development (Orakci, 2020).
Rotnitsky, 2020). According to Chatib, in its Multiple intelligence theory (MI) is a re-
implementation, multiple intelligences (MI)- latively new theory formulated by Howard
based learning strategies should contain the Gardner. Gardner defines intelligence as an
following supporting elements: (1) learning ability to solve problems and produce a prod-
strategies should be related to syllabus, espe- uct in certain settings and in real circum-
cially indicators of learning outcomes; (2) stances (Kelelufna & Masan, 2019). Intelli-

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Mery Berlian, Iqbal Miftakhul Mujtahid, Rian Vebrianto, & Musa Thahir

gence is not one’s ability to answer test ques- human brain: right hemisphere and left hemi-
tions in a closed room detached from their sphere. The brain hemisphere has the ability
environment. Rather, intelligence represents and potential to solve mathematical, logical
one’s ability to solve real problems in various and phenomenal problems, while the right
situations (Chotib, 2018). A person is intelli- brain hemisphere has the ability to respond to
gent when they can solve real life problems, things that are qualitative, artistic and abstract,
not just in theory. The more able and more though it should be noted that all this is still
ingenious someone in solving various com- within the framework of the outside world
plex problems, the more intelligent they are. capability, not including the knowledge and
Intelligence is one of several main fac- understanding of oneself (Sukmaangara &
tors that determine the success of failure of Prabawati, 2019). Agustin (2013) said that
students. Students with a low or subnormal Gardner's findings on multiple intelligences
intelligence level are more likely to have low are widely adapted by various parties because
motivation. However, having high intelligence of their function as early detection of gifted
is not an absolute analogy to academic suc- and artistic talents. It is not less that the the-
cess. According to Yasmine (2012), the theory ory quantum learning which also makes refer-
of multiple intelligences is the highest valida- ence to this intelligence pattern. Likewise,
tion of the notion that individual differences owing to Gardner’s theory, various fields can
are noteworthy. Its implementation in educa- filter and welcome gifted individuals who in
tion is highly dependent on identification, re- the future are expected to make a significant
cognition and appreciation toward each and contribution to human excellence and motiva-
every student’s way of learning, in addition to tion (Chaerunnisa et al., 2017).
individual student interests. The theory of Multiple intelligence-based learning, in
multiple intelligences does not only recognize general, can be defined as a learning process
these individual differences for practical pur- that offers “wiggling room” to every individ-
poses, such as teaching and assessment, but ual student to expand upon their intelligence
also consider and accept them as something potentials. Students are encouraged to be able
normal, natural, even interesting and priceless to learn comfortably, without feeling compel-
(Sukitman, 2016). led, and have high motivation. Basically, mul-
Essentially, each individual has a num- tiple intelligence-based learning can also be
ber of intelligences, including language/lin- defined as a method that constantly encour-
guistic, logical-mathematical, visual spatial, ages students to be creative. Indeed, the cre-
kinesthetic, interpersonal, intrapersonal, mu- ativity refers to a form of creativity that can
sical, and naturalist intelligence (Rofiah, 2016). support the sustainability of the learning proc-
The theory is based on the reasoning that ess by producing a proud academic motiva-
using IQ test to measure intellectual aptitude tion target (Sari et al., 2018).
is very limiting, since IQ test emphasizes only Thus, in this study, the researchers es-
on logical capability (mathematics) and lan- tablishes nine construct of multiple intelli-
guage (Kurniawan, 2015). In fact, everyone gences for primary education tutors of Uni-
has their own unique way to solve the prob- versitas Terbuka, namely: (1) physical/kines-
lems they face. By implementing multiple in- thetic, (2) existential/spiritual, (3) interperson-
telligences, teaching activities are likened to al, (4) intrapersonal, (5) logical thinking, (6)
water that fills spaces for students. By con- musical/rhythmic, (7) naturalistic, (8) verbal,
sidering and looking closely at the most suit- and (9) visual. Therefore, this study is aimed
able way of learning from each individual, an at retesting a valid, consistent and reliable
educator/parent is expected to be able to act instrument related to multiple intelligences
wisely and prudently in choosing a teaching previously developed by McClellan & Conti,
style that suits a student's learning style. because research instruments are an impor-
When carefully observed, the theory of tant factor in a study in which the truth of re-
multiple intelligences is actually a representa- searched results lies that determines the con-
tion of functions of two hemispheres of the clusion.

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Mery Berlian, Iqbal Miftakhul Mujtahid, Rian Vebrianto, & Musa Thahir

Method from expert, while the reliability index was

obtained from the use of Cronbach Alpha.
This research is designed as educational
research, which is a systematic study of devel-
oping educational interventions (such as pro- Findings and Discussion
grams, strategies and learning materials, prod-
Instrument Development
ucts, and systems) as a solution to solve com-
plex problems in educational practice, that al- The development of the instrument of
so aims to put forward our knowledge of multiple intelligences for primary education
these interventions as well the design and de- tutors employed three stages of approach,
velopment process (Plomp & Nieveen, 2007). namely: stage 1: starting with scale identifi-
This study aims to produce an instrument of cation; stage 2: involving writing individual
tutor multiple intelligence. A questionnaire items on a scale; and stage 3: involving field
was used to collect data (Creswell, 2012). The testing items followed by item analysis and
questionnaire was developed with nine scales, validation procedures (Creswell, 2012). The
conforming with the nine constructs of multi- following would present a description of the
ple intelligences theory, namely: (1) physical/ steps undertaken by the researchers.
kinesthetic, (2) existential/spiritual, (3) inter-
personal, (4) intrapersonal, (5) logical think- Stage 1 – Scale Identification and Development
ing, (6) musical/rhythmic, (7) naturalistic, (8) Stage 1 consisted of three steps leading
verbal, and (9) visual (McClellan & Conti, to identification and scale development. The
2008), whose validity and reliability levels are first step was to review the literature related to
assessed to create a quality and functional in- multiple intelligence instruments. The main
strument. This was necessary to ensure the source of elements in multiple intelligences
generalizability of the instrument in evaluating was largely adapted from the theory of multi-
multiple intelligences since the study was con- ple intelligences consisting of nine constructs
ducted in Asia, especially in Indonesia that (McClellan & Conti, 2008) and other relevant
has distinctive ethnic characters. materials. This important step was intended to
This study used probability sampling identify main components to be considered
with simple random sampling. The research- by researchers, educators, and practitioners as
ers select respondent (or unit, such as open multiple intelligences needed in this challeng-
university tutors) for the sample so that any ing era. The second step was to conduct a fo-
individual has an equal probability of being cused group discussion with a group of expe-
selected from population. Thus, simple ran- rienced lecturers to elicit recommendations
dom sampling technique is used to choose in- regarding multiple intelligences to fix part of
dividuals involved to represent the population instrument. In addition, the researchers also
(Creswell, 2012). sought for approval and validity of the con-
This study involved 140 respondents of structs and item being developed in the in-
primary education tutors of Universitas Ter- strument. The third step was to classify and
buka at Pekanbaru from the total of 180 tu- reorganize the newly-developed scale re-
tors, using Krejcie and Morgan Formula. The garding multiple intelligences as per experts’
researchers used stratified and random sam- recommendations.
pling to ensure that every population member
has equal probability to be chosen as part of Stage 2 - Drawing Up Individual Items
the sample. Once the data were collected by Based on the instrument of multiple in-
questionnaire distribution, it was then proc- telligences, the researchers developed a ques-
essed using SPSS version 23.00 for Windows tionnaire where each component of multiple
to see the extent of the quality of the instru- intelligences consisted of constructs to guide
ment being developed. Instrument validity the recognition of the multiple intelligences.
was used, obtained from corrected item total Table 1 shows all multiple intelligences items
correlation with the number itemless scores presented to the expert panel to ensure con-
follows the dimensions or constructs and struct validation and instrument content.

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 https://doi.org/10.21831/reid.v6i2.35120
Mery Berlian, Iqbal Miftakhul Mujtahid, Rian Vebrianto, & Musa Thahir

Table 1. Instrument Construct of Multiple Intelligences

Construct Item Question Item
Physical/kinesthetic 1 I have an active lifestyle
10 I enjoy outdoor games
18 I like working with tools
Existential/spiritual 2 Meditation practice is beneficial
11 Questions about life meaning are important for me
19 I like discussing questions about life
Interpersonal 3 I am a “team player”
12 I learn better by interacting with others
20 I enjoy clubs and extracurricular activities
Intrapersonal 4 Fairness is important for me
21 I learn better if I have emotional bond with the subject
Logical thinking/mathematics 5 Structures help me succeed
13 Unorganized people frustrate me
22 Step-by-step instructions are very helpful
Musical/rhythmic 6 I enjoy many kinds of music
14 I have always been interested in musical instruments
23 I memorize song lyrics easily
Naturalistic 7 My house has a recycling system
15 Animals are important for me
24 I enjoy hiking
Verbal/linguistic/language 8 I keep a journal
16 I write for fun
25 I am interested in foreign languages
Visual/spatial 9 I love doing three-dimensional puzzle
17 I can remember things with images in my mind
26 I can imagine ideas in my mind

Stage 3 – Validity and Reliability Analysis of the spondents; respondents from Minang ethnic
Instrument are 38 (27%) respondents; from Javanese eth-
nic are 28 (20%) respondents, and then from
One of the important steps in this study
Batak and others are 18 (13%) respondents.
is the design of measurement instrument that
Therefore, it is clear that the majority of the
is completed with validity and reliability test.
respondents came from Malay and Minang
The construct validity indicated the extent to
ethnicity.
which the measuring instrument expresses a
In addition to the data of the respon-
theoretical construct that was to be measured
dent based on gender and ethnicity, the re-
and obtained by conducting trials (Setyawati
searchers also conducted an analysis in order
et al., 2017). A number of methods can be
to determine the instrument validity using the
utilized in order to measure construct validity,
corrected item-total correlation value. The re-
such as correlation assessment between re-
sults of the instrument validity test are pre-
search data and existing measurement meth-
sented in Table 2.
od, convergent discriminant technique, factor
As seen in Table 2, the value of the
analysis, and also multi method analysis
corrected item total correlation above of 0.3
(Emory & Cooper, 1991; Fahruna & Fahmi,
obtained a degree of freedom (df) of 138 out
2017).
of 27 questionnaires that were distributed.
Instrument Validity Analysis From the overall calculation, all items are de-
clared valid since the r-count value > r-table
The ethnicities of the respondents in- that all question items can be used to measure
cluded in this study consisted of Malay, Min- the multiple intelligences of primary tutors of
ang, Javanese, and Batak and others. The re- Universitas Terbuka.
spondents of Malay ethnic are 56 (40%) re-

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Mery Berlian, Iqbal Miftakhul Mujtahid, Rian Vebrianto, & Musa Thahir

Table 2. Instrument Validity Using Item Correlation with Corrected Item-Total Correlation
Corrected Item-Total Cronbach's Alpha if Item
Construct Item
Correlation Deleted
Physical/kinesthetic 1 0.816 0.829
10 0.845 0.81
18 0.867 0.809
Existential/spiritual 2 0.848 0.837
11 0.920 0.810
19 0.893 0.823
Interpersonal 3 0.831 0.834
12 0.881 0.810
20 0.855 0.811
Intrapersonal 4 0.822 0.887
21 0.846 0.847
Logical thinking/mathematics 5 0.778 0.792
13 0.650 0.802
22 0.794 0.786
Musical/rhythmic 6 0.881 0.812
14 0.880 0.816
23 0.828 0.832
Naturalistic 7 0.733 0.806
15 0.767 0.803
24 0.774 0.792
Verbal/linguistic/language 8 0.761 0.823
16 0.817 0.805
25 0.844 0.802
Visual/Spatial 9 0.664 0.841
17 0.866 0.791
26 0.874 0.791

The analysis result using the corrected measurement of the extent to which items in
item total correlation must have a minimum the scale that are measured constructs identi-
value of 0.3 (Nunnally, 1978). Validity coeffi- cally with other items in the same scale. Table
cient value ranged from +1.00 to -1.00. The 3 presents the results of the reliability analysis
coefficient value of +1.00 indicated that indi- using the Cronbach Alpha coefficient for the
viduals in the instrument test or criteria test questionnaire based on the instrument of the
have relatively similar results while validity co- multiple intelligences for primary education
efficient of 0 indicated that there is no cor- tutors at Universitas Terbuka.
relation between the instruments and the cri- As presented in Table 3, the overall
teria. The higher the validity coefficient value Alpha values for each construct, such as phys-
of an instrument is, the better the instrument ical/kinesthetic, existential/spiritual, interper-
is (Yusup, 2018). Correlation between items sonal, intrapersonal, logical thinking, musical/
with a score above 0.25 is considered as a rhythmic, naturalistic, verbal as well as visual
high score and, therefore, can be used to constructs are 0.860; 0.869; 0.863; 0.897;
measure the constructs involved in a study 0.832; 0.865; 0.841; 0.853; and 0.851, respec-
(Nunnally, 1978). tively. In the present study, it is known that
the reliability values (α) with total construct of
Instrument Reliability Analysis 0.859 are greater than 0.60 for all of the con-
In the development of the instrument structs studied (Hair et al., 2006) in order to
of multiple intelligences, each item was ana- produce an excellent and also quality instru-
lyzed to attain internal consistency. This was a ment.
Table 3. Cronbach Alpha Reliability Index for Each Construct

124 - Copyright © 2020, REiD (Research and Evaluation in Education), 6(2), 2020
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 https://doi.org/10.21831/reid.v6i2.35120
Mery Berlian, Iqbal Miftakhul Mujtahid, Rian Vebrianto, & Musa Thahir

Construct (N = 140) Overall Alpha Cronbach Value

Physical/kinesthetic 0.860
Existential/spiritual 0.869
Interpersonal 0.863
Intrapersonal 0.897
Logical thinking/mathematics 0.832
Musical/thythmic 0.865
Naturalistic 0.841
Verbal/Linguistic/language 0.853
Visual/spatial 0.851
Total Construct 0.859

Cronbach’s Alpha is a general measure Through the development of multiple

used to measure the reliability of a set of indi- intelligences, students can participate in the
cators of two or more variables (Fahruna & process of maximizing their ability to think,
Fahmi, 2017). The reliability of this study’s in- solve problems, and practice the role playing
strument was tested by looking at the com- activities contained in learning activities. This
posite block reliability indicator value measure is in line with a study showing that multiple
construct and Cronbach’s Alpha coefficient. intelligences can collaborate to bring about
Cronbach’s Alpha values ranged from 0 and 1 skills in students (Sanderson, 2016). Besides,
where high alpha value shows high reliability for school literacy movement (SLM) to take
among t indicators (Straub & Gefen, 2004). place optimally, this must also involve collab-
Composite reliability value is considered satis- oration between tutors and students. In addi-
factory if it is above 0.7 (Indrayani et al., tion, the teacher must be an example for stu-
2017). In this study, an Alpha value for an in- dents during SLM activities (Antoro, 2017). A
strument to measure multiple intelligence tu- tutor should be able to influence student mo-
tors higher or equals to 0.80 is accepted in rale by setting examples to earn their trust.
most of implementations in social sciences Learning activities done continuously would
field. However, Mónus stated that for behav- be able to improve students' reading and writ-
ioral research, researches in general can accept ing abilities. It is understood that writing abil-
a Cronbach’s Alpha greater than or equals to ity will improve after engaging in writing les-
0.60 (Mónus, 2020). son (Zulaeha, 2013). Leveraging multiple in-
Therefore, it can be said that all con- telligences in solving problems in class can
structs used in this study are declared reliable. support the achievement of the goals of the
This means that this instrument can measure SLM. Careful learning planning, selection of
what it is supposed to measure and can be the right media, and the right learning steps
used to measure and evaluate the instrument will be of tremendous significance in provid-
of multiple intelligences of primary education ing positive support for the implications of
tutors of Universitas Terbuka. the model being developed.
From the questionnaire distributed on- As shown by the results, the question-
line, it is known that the most dominant intel- naire of the primary tutors’ multiple intelli-
ligence in the primary tutors was intrapersonal gence had value of corrected item total cor-
intelligence (79.17%) and existential/spiritual relation above of 0.3 (valid constructs) and
intelligence (77.8%). For the lowest intelli- Cronbach Alpha result have a value above 0.6
gence, the naturalistic intelligence came first and below 1 (high reliability). Thus, the instru-
(62.17%) that is followed by musical intelli- ment of multiple intelligences is considered
gence (67.14). There were a number of efforts good to be employed in a research to identify
that could be undertaken in order to improve the multiple intelligences among tutors in the
students’ ability in nurturing their multiple context of learning and teaching process.
intelligences in learning process. One of them A study further corroborated that a val-
is that educators need to provide sufficient id and reliable instrument could be used as a
time for students to reflect and think (Sari, measuring instrument (Suratno et al., 2016).
2014). Moreover, an assessment instrument should

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 https://doi.org/10.21831/reid.v6i2.35120
Mery Berlian, Iqbal Miftakhul Mujtahid, Rian Vebrianto, & Musa Thahir

meet validity, reliability and feasibility require- persamaan dan pertidaksamaan linier
ments (Pinilih et al., 2013). The development satu variabel. Jurnal Peluang, 7(1), 193–
the assessment instrument of multiple intelli- 206. https://doi.org/10.24815/jp.v7i1.
gences represented the implementation of 13748
education standardization policy contained in Agustin, M. (2013). Mengenali dan
the Government Regulation No. 19 of 2005, mengembangkan potensi kecerdasan
stating that education assessment at the ter- jamak anak sejak dini sebagai tonggak
tiary level is regulated by each tertiary insti- awal melahirkan generasi emas.
tution in accordance with applicable laws and Cakrawala Dini: Jurnal Pendidikan Anak
regulations (Astuti et al., 2015). Usia Dini, 4(2), 113–122. https://doi.
This research gives an alternative in the org/10.17509/cd.v4i2.10390
form of an instrument that can measure what
is supposed to measure and evaluate the mul- Antoro, B. (2017). Gerakan literasi sekolah dari
tiple intelligences for primary education tutors pucuk hingga akar sebuah refleksi.
of Universitas Terbuka. This policy demanded Direktorat Jenderal Pendidikan Dasar
the tutors to produce several instruments of dan Menengah Kementerian
multiple intelligence assessment to realize the Pendidikan dan Kebudayaan.
ideal teaching and learning process in accor- Asad, M. M., Hussain, N., Wadho, M.,
dance with set competencies. Khand, Z. H., & Churi, P. P. (2020).
Integration of e-learning technologies
Conclusion for interactive teaching and learning
The instrument of multiple intelligences process: An empirical study on higher
that are developed in this study is feasible the- education institutes of Pakistan. Journal
oretically to be used to measure the intelli- of Applied Research in Higher Education.
gence of the primary education tutors of Uni- https://doi.org/10.1108/JARHE-04-20
versitas Terbuka. Furthermore, this excellent 20-0103
and quality assessment instrument also meets Astuti, W. P., Wibawanto, H., & Khumaedi,
empirical feasibility criteria in validity and M. (2015). Pengembangan instrumen
reliability tests. All of the question items in penilaian unjuk kerja praktik perawatan
the questionnaire are valid, and the reliability kulit wajah berbasis kompetensi di
test shows that Cronbach’s Alpha (α) count Universitas Negeri Semarang. Journal of
values are greater than Cronbach’s Alpha (α) Educational Research and Evaluation, 4(2),
value, which is 0.763 > 0.60. In this study, it is 8–14.
known that the total reliability value (α) of the
instrument construct of 0.859 is utilized to Chaerunnisa, V., Syauqiyah, S. G., & Ekanara,
measure what should be used to measure and B. (2017). Pengembangan perangkat
evaluate the multiple intelligence instrument pembelajaran Biologi berorientasi
of open tertiary education tutors effectively. pengembangan kecerdasan majemuk
siswa pada konsep sel kelas XI SMA.
Biodidaktika, 12(1), 30–37.
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