UTILIZATION OF DIAGNOSTIC MULTIPLE INTELLIGENCE SYSTEM (DMIS) APPLICATIONS TO DIAGNOSE INTELLIGENCE AND PROVIDE DIFFERENTIATED DIGITAL CONTENT TO OPTIMIZE LEARNING OUTCOMES

Abstract

Multiple Intelligence is a type of Intelligence that is very much needed in facing the challenges of the 21st century. Multiple intelligence-based learning is not yet widely available and is still challenging to implement in schools. Not many teachers have developed and empowered this Intelligence in learning. Learning still emphasizes IQ intelligence and only focuses on a few bits of Intelligence. Thus, the Diagnostic Multiple Intelligences System (DMIS) was developed to diagnose students' intelligence types, recommend strategies, and differentiate digital content for students. The objectives of this study were 1) to test the validity of DMIS, 2) to test its practicality through group trials, and 3) to test the effectiveness of multiple intelligences-based digital content differentiation to improve learning outcomes. DMIS was developed in stages using the ADDIE development model. Design experts, learning technology/curriculum experts, and content experts tested the validity of DMIS. Twelve junior high school students conducted the practicality test. The results showed that DMIS obtained a very good category from design, media, and learning content. Meanwhile, the practicality test by junior high school students received a very good category. The t-test results show that digital content differentiation using multiple intelligences available in the DMIS application can improve student learning outcomes.