EVALUATION OF THE BODILY-KINESTHETIC INTELLIGENCE MODEL IN PHYSICAL EDUCATION TEACHING IN INDONESIA PRIMARY SCHOOL

Suhadi Suhadi, Universitas Negeri Yogyakarta, Indonesia
Soegiyanto Soegiyanto, Universitas Negeri Yogyakarta, Indonesia
Hari Amirruloh Rahman, Universitas Negeri Yogyakarta
Sulaiman Sulaiman, Universitas Negeri Yogyakarta

Abstract


Bodily-kinesthetic intelligence model refers to a person's potential to body fact system via hand and physique movement, control, and expression. This model is still rarely known in Indonesian primary school. The aim of this research was to determine the current bodily-kinesthetic intelligence model in physical education teaching for primary schoolers. Descriptive research was conducted with a qualitative and quantitative approach. The sample of this study was physical education teachers and primary school students. Literature review of the documents, questionnaire, observation, video recordings, photography and diary were used to explore the level of the student mind and fitness body. The result showed that the current Bodily-kinesthetic intelligence model in Physical Education Teaching did not allow the appearance of increasing the maximum of their physical and mental abilities. In conclusion, this study gives the assessment model of student human kinetic in order to fix the current issue of competence evaluation. Physical education teachers need to improve their teaching methods to allow students to reach physical and mental performance.


Keywords


evaluation; bodily-kinesthetic; intelligence; physical education

Full Text:

PDF

References


Agarwal, S. K. (2012). Cardiovascular benefits of exercise. International Journal of General Medicine, 5, 541-545. doi:10.2147/IJGM.S30113.

Alkayaly, G. (2013). Bodily-kinesthetic intelligence and its relation to self-confidence and some basic football skills among young players under 16 years old. (Unpublished Master Research, Dialy University, Iraq).

Bailey, R. (2005). Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 57(1), 71-90. doi:10.1080/0013191042000274196.

Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research Papers in Education, 24(1), 1-27. doi:10.1080/02671520701809817.

Barrington, E. (2004). Teaching to student diversity in higher education: How multiple intelligence theory can help. Teaching in Higher Education, 9(4), 421-434. doi:10.1080/1356251042000252363.

Blumenfeld, D. (2009). Bodily-kinesthetic intelligence and dance education: Critique, revision, and potentials for the democratic ideal. The Journal of Aesthetic Education, 43(1), 59-6. doi:10.1353/jae.0.0029.

Cicero, M. T. (2004). Letters to atticus (Vol. 5). Cambridge: Cambridge University Press.

Colquitt, G., Pritchard, T., Johnson, C., & McCollum, S. (2017). Differentiating instruction in physical education: Personalization of learning. Journal of Physical Education, Recreation & Dance, 88(7), 44-50. doi:10.1080/07303084.2017.1340205.

Ekici, S (2011). Multiple intelligence levels of physical education and sports school students. Educational Research and Reviews, 6(21), 1018-1026. doi:10.5897/ERR11.176.

Ericsson, I. R. (2014). Effects of motor skills training and daily physical education: Research results in the Swedish Bunkeflo project. International Journal of Physical Education, 51(2), 19-29. http://www.schulsport.m-m-sports.com/wissenschaft/front_content.php?idart=2569.

Ferguson-Patrick, K., Reynolds, R., & Macqueen, S. (2018). Integrating curriculum: A case study of teaching global education. European Journal of Teacher Education, 41(2), 187-201. doi:10.1080/02619768.2018.1426565.

Gardner, H. (1983). Frames of mind. New York, NY: Basic Books.

Gardner, H. (1995). How are kids smart: Multiple intelligences in the classroom administrators' version. North Miami, FL: National Professional Resources.

Hasan, M. (2016). Bodily-kinesthetic intelligence and its relation to tactical thinking among advanced football layers. Journal of Sport Science, 9(2), 1-18.

Keun, L. L. & Hunt, P. (2006). Creative dance: Singapore children’s creative thinking and problem-solving responses. Research in Dance Education, 7(1), 35-65. doi:10.1080/14617890600610661.

Kornhabe, M. (1999). Multiple intelligences theory in practice. In J. H. Blocks, S.T. Everson, & T. R. Guskey (Eds). Comprehensive school reform: A program perspective. Dubuque, IA: Kendall/Hunt, pp. 179-191.

Lynch, T. (2016). The future of health, wellbeing and physical education: Optimizing children’s health through local and Global Community partnerships. Hampshire, Britania Raya: Palgrave Macmillan. doi:10.1007/978-3-319-31667-3.

Mansi, S., & Khaldi, H. M. Al. (2015). Physical activity management and its role for health benefits: Narrative review. International Journal of Health Sciences (IJHS), 3(4), 95-107. doi:10.15640/ijhs.v3n4a9.

Mettetal, G. Jordan, C., & Harper, S. (1997). Attitudes towards a multiple intelligences curriculum. Journal of Educational Research, 91(2), 115-122. doi:10.1080/00220679709597529.

Michelaki, E. & Bournelli, P. (2016). The development of bodily - kinesthetic intelligence through creative dance for preschool students, Journal of Educational and Social Research, 6(3), 23-32. doi: 10.5901/jesr.2016.v6n3p23.

Mitchell, M., & Kernodle, M. (2004). Using multiple intelligences to teach tennis. Journal of Physical Education, Recreation & Dance, 75(8), 27-32. doi:10.1080/07303084.2004.10607286.

Morgan, H. (1996). An analysis of Gardner’s theory of multiple intelligence. Roeper Review, 18(4), 263-269. doi:10.1080/02783199609553756.

Muftuler, M. (2009). Specification of university students’ free time preferences according to their multiple intelligence fields. Turkey Kick Box Federation Journal of Sport Science, 1(2).

Sawyer, T. H., & Judge, L. W. (2012). The management of fitness, physical activity, recreation, and sport. Urbana, IL: Sagamore Publishing.

Schewe, M. L. (2002). Teaching foreign language literature: Tapping the students’ bodily-kinesthetic intelligence. In G. Brauer (Ed). Body and language: Intercultural learning through drama. London: Ablex Publishing, pp. 73-94.

Seitz, J. A. (1992). The development of bodily-kinesthetic intelligence in children: Implications for education and artistry. Holistic Education Review, 5(2), 35-39

Sikorska-Siudek, K., Olȩdzka-Orȩziak, M., & Parzuchowska, B. (2006). Coronary heart disease in women - Is there a gender problem? Family Medicine and Primary Care Review, 8(3), 1110-1115.

Siswantoyo, S., Shaari, J. S., & Hooi, L. B., (2019). The effectiveness of psychological skills training program on netball shooting performance. Horizon Journal of Education, 38(1), 174-187. doi:10.21831/cp.v38i1.23206.

Siswantoyo, S. (2014). Peningkatan power tungkai pesilat remaja melalui latihan pliometrik. [The improvement of the leg power of teenager fighters through plyometric training]. Cakrawala Pendidikan, 33(1), 80-91. doi:10.21831/cp.v1i1.1864.

Suherman, W.S., Dapan, D., Guntur, G., & Muktiani, N.R. (2019). Development of Traditional Children Play Based Instructional Model to Optimize Development of Kindergarteners’ Fundamental Motor Skill. Cakrawala Pendidikan, 39(2), 356-365. Doi: 10.21831/cp.v38i2.25289.




DOI: https://doi.org/10.21831/cp.v39i2.29542

Refbacks

  • There are currently no refbacks.




 

Social Media:

     


 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web
analytics
View Our Stats

Flag Counter