IMPROVING STUDENT’S SELF-REGULATED LEARNING IN MATHEMATICS USING GARDNER’S MULTIPLE INTELLIGENCES TEACHING AND LEARNING

Abstract

During this time, the assessment of teachers put more emphasis on the cognitive aspects or competence of students' knowledge. Affective competence of students such as student’s self-regulated learning received less attention. Besides, student’s self-regulated learning in mathematics needed to be considered because it would support the learning process. However the fact is student’s self-regulated learning in mathematics was still relatively low. There were several things that indicated low student’s self-regulated learning in mathematics. One of the indications was students were passive in participating the lesson. Another indication was students only learnt mathematics when there was homework or mathematics test, students did not reread the material at home. There were studies that indicated Garner’s multiple intelligences teaching and learning could improve student’s self-regulated learning in mathematics. The question was: what can be done by mathematics teacher to help students improve their self-regulated in learning mathematics? For example, teachers could help students improve their self-regulated in mathematics learning by implementing Gardner’s multiple intelligences teaching and learning. This paper will discuss how to improve student’s self-regulated learning in mathematics through Gardner’s multiple intelligences teaching and learning. Keywords: student’s self-regulated learning, mathematics, multiple intelligence