Implementing Spatial Intelligence-Based Respond Method in the Physics Instruction to Improve Physics Learning Outcomes on the Lesson Subject of Straight Motion of the Tenth Grade Students of SMA N 1 Jogolagan in the First Semester

This study aims at determining influences of the spatial intelligence-based respond method towards physics learning outcomes on the subject of straight motion of the students of Grade X of SMA N 1 Jogonalan. This research also aims at determining whether the implementation of the spatial intelligence-based respond method was better or not when compared with the conventional teaching towards physics learning outcomes on the subject of Straight Motion of the tenth grade students of SMA N 1 Jogonalan. The learning outcomes covered cognitive and affective domains. This research was apparent experimental study using pretest-posttest format and non-equivalent control group design. The sampling used was conditional non-random sampling. The research subject was the students of Grade X of SMA N 1 Jogonalan. This study involved two classes. The experimental class used the spatial intelligence-based respond method while the control class used the conventional method (presentation). Data analysis techniques used regression analysis and an analysis using t test. The testing technique of prerequisite analysis used Normality test, Homogeneity test, Linearity test, Autocorrelation test, Multi con linearity test, and Hetero-skedaticity test. Hypothesis testing technique used F test and t test. Based on the research results, there were positive influences of the spatial intelligence-based respond method towards students’ physics learning outcomes in the domains of cognitive and affective on the subject of straight motion of the tenth grade students of SMA N 1 Jogonalan. The research results also indicated that the teaching using the spatial intelligence-based respond method was better than one using the conventional method on physics learning outcomes in the domains of cognitive and affective on the subject of straight motion of the tenth grade students of SMA N 1 Jogonalan. Keywords : response method, spatial intelligence, straight motion Year : 201

Critique [of Racial Intelligence Testing and the Mexican People]

Gilbert Gonzalez’s “Racial Intelligence Testing and the Mexican People is a major contribution in analyzing the educational factors which result in social inequality among the Mexican population in the US. For decades, the power elite has espoused the myth that educational achievement for minorities is the key to social upward mobility. Instead, Gonzalez views education as a system which perpetuates and maintains racial and class divisions in our society

Racial Intelligence Testing and the Mexican People

In the 1920s and 1930s the Mexican school age population increasingly participated in the educational system of the US. Meanwhile, many first experiences of these children with the state came in the form of educational research. The intelligence testing movement had a brief history before then, one which was gathering much momentum and greatly encouraged by corporate foundations and the cooperation of university administrations. The rapid immigration in the 1920s and settlement of Mexicans into colonias of the Southwest coincided with the rise of academic research and publications on racial intelligence as well as with the combination of mass compulsory education and intelligence testing tracking and curriculum differentation [differentiation]

Brief report : the level and nature of autistic intelligence revisited

Owing to higher performance on the Raven’s Progressive Matrices (RPM) than on the Wechsler Intelligence Scales (WIS), it has recently been argued that intelligence is underestimated in autism. This study examined RPM and WIS IQs in 48 individuals with autism, a mixed clinical (n = 28) and a neurotypical (n = 25) control group. Average RPM IQ was higher than WIS IQ only in the autism group, albeit to a much lesser degree than previously reported and only for individuals with WIS IQs <85. Consequently, and given the importance of reliable multidimensional IQ estimates in autism, the WIS are recommended as first choice IQ measure in high functioning individuals. Additional testing with the RPM might be required in the lower end of the spectrum