Análisis de las inteligencias múltiples de estudiantes de primaria en lecciones de educación física en Yogyakarta Indonesia (Analysis of Multiple Intelligence of Elementary Students in Physical Education Lessons in Yogyakarta Indonesia)
DOI:
https://doi.org/10.47197/retos.v56.105459Palabras clave:
Multiple intelligence (MI), Students, Elementary School, Physical Education (PE)Resumen
La aplicación del aprendizaje basado en inteligencias múltiples tiene implicaciones para la conciencia colectiva sobre la diversidad, la singularidad y la educación equitativa. El objetivo de este estudio es describir el nivel de inteligencias múltiples de los estudiantes de educación física en escuelas primarias, así como identificar diferencias en los niveles de cada tipo de inteligencias múltiples en función del género de los estudiantes. Estudio cuantitativo comparativo. Para recolectar las muestras se utilizó un muestreo intencional. Entre los 124 encuestados se encontraban 57 hombres y 67 mujeres estudiantes de la escuela primaria Syuhada Mosque de Yogyakarta. El instrumento emplea un cuestionario compuesto por 21 afirmaciones derivadas de la esencia de las inteligencias múltiples. El instrumento emplea una escala Likert de 1 a 4. El instrumento fue desarrollado utilizando la teoría, con consulta de expertos, y se probó su validez y confiabilidad. El análisis de datos estadísticos descriptivos utilizó la distribución de frecuencia para describir el estado de las inteligencias múltiples, y el análisis no paramétrico de la prueba de Mann-Whitney se utilizó para determinar las diferencias en las inteligencias múltiples según el género.A partir del análisis de distribución de frecuencias se determinó que la mayor frecuencia de inteligencia corresponde a los siguientes criterios: la categoría "baja" es en lógico-matemático (22,58%), la categoría "moderada" es en visoespacial (40,32%) , el criterio "alto" es en intrapersonal (58,06%), y la categoría "muy alto" es en corporal-kinestésico (54,03%). Según el análisis del Test de Mann-Whitney, El valor de Sig > 0,05 indica que se rechaza la hipótesis de que los alumnos y alumnas de primaria aprenden educación física de forma diferente en función de sus inteligencias múltiples (musical, verbal lingüística, intrapersonal, visoespacial, interpersonal, corporal-cinestésica, lógico-matemática). Ientras tanto, se acepta la hipótesis de que los estudiantes hombres y mujeres tienen diferentes niveles de inteligencia naturalista cuando aprenden educación física en las escuelas primarias porque la Sig < 0,05. Los niveles de cada tipo de inteligencia múltiple en educación física de los estudiantes de primaria son bastante variables. El análisis del Test de Mann-Whitney reveló que no existía diferencia significativa en el nivel de inteligencias múltiples (musical, verbal-lingüística, intrapersonal, visoespacial, interpersonal, corporal-kinestésica, lógico-matemática) en función del género de los estudiantes, pero hubo diferencias significativas en el nivel de inteligencia naturalista en el aprendizaje de educación física en las escuelas primarias según el género de los estudiantes.
Palabras clave: Inteligencia múltiple (IM), estudiantes, educación primaria, educación física (EF).
Abstract. The application of learning based on multiple intelligences has implications for collective awareness about diversity, uniqueness and equitable education. The objective of this study is to describe the level of multiple intelligences of students learning physical education in elementary schools, as well as to identify differences in the levels of each type of multiple intelligences based on the gender of the students.This study is a descriptive and comparative quantitative study. Purposive sampling was used to collect the samples. The 124 respondents included 57 male and 67 female students from Yogyakarta’s Syuhada Mosque Elementary School. The instrument employs a questionnaire comprised of 21 statements derived from the substance of multiple intelligences. The instrument employs a Likert scale of 1 to 4. The instrument was developed using theory, with expert consultation, and its validity and reliability were tested. Descriptive statistical data analysis used frequency distribution to describe the state of multiple intelligences, and non-parametric Mann-Whitney Test analysis used to determine differences in multiple intelligences based on gender. Based on the frequency distribution analysis, it was determined that the highest frequency of intelligence corresponds to the following criteria: the "low" category is in logical-mathematical (22.58%), the "moderate" category is in visual spatial (40.32%), the "high" criterion is in intrapersonal (58.06%), and the "very high" category is in bodily-kinesthetic (54.03%). According to the Mann-Whitney Test analysis, The value of Sig > 0.05 indicates that the hypothesis that elementary school male and female students learn physical education differently in terms of their multiple intelligences (musical, verbal linguistic, intrapersonal, visual spatial, interpersonal, bodily-kinesthetic, logical-mathematical) is rejected. Meanwhile, the hypothesis that male and female students have different levels of naturalist intelligence when learning physical education in primary schools is accepted because the Sig < 0.05. Elementary school students' levels of each type of multiple intelligence in physical education are quite variable. The Mann-Whitney Test analysis revealed that there was no significant difference in the level of multiple intelligences (musical, verbal-linguistic, intrapersonal, visual-spatial, interpersonal, bodily-kinesthetic, logical-mathematical) based on the gender of the students, but there were significant differences in the level of naturalist intelligence in learning physical education for elementary schools based on the gender of the students.
Key words: Multiple intelligence (MI), Students, Elementary School, Physical Education (PE)
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