STUDI PERBANDINGAN: PROFIL MULTIPLE INTELLIGENCE DALAM PENDIDIKAN JASMANI DAN SDGs 4
Abstract
Pendidikan jasmani memainkan peran strategis dalam mendukung pencapaian Tujuan Pembangunan Berkelanjutan (SDGs) 4. Namun, efektivitas dan strategi pembelajaran yang diterapkan oleh guru belum sepenuhnya mampu mengukur dan merangsang pengembangan Multiple Intelligence (MI) pada siswa. Penelitian ini bertujuan untuk menganalisis efektivitas dan strategi guru pendidikan jasmani dalam merangsang pengembangan MI pada siswa sekolah dasar dan sekolah menengah pertama. Penelitian ini menggunakan pendekatan kuantitatif deskriptif yang melibatkan 119 siswa, melalui purposive sampling yang didasari dari dua tingkat pendidikan di Jawa Timur, Indonesia. Data dikumpulkan melalui kuesioner skala Likert yang mencakup indikator strategi, efektivitas, dan delapan dimensi kecerdasan berdasarkan teori Gardner. Hasil penelitian menunjukkan komponen pada siswa sekolah dasar laki-laki memiliki dominasi pada MI dengan nilai 0,76 sedangkan pada siswa perempuan memiliki dominasi pada komponen IEPI dengan nilai 0,79, hasil yang berbeda pada siswa sekolah pertama pada siswa laki-laki memiliki dominasi pada komponen MI sebesar 0,83 sedangkan pada siswa perempuan memiliki nilai rata-rata 0,81. Temuan ini memperkuat pentingnya penguatan strategi pembelajaran jasmani berbasis MI dalam mencapai SDGs 4 dan meningkatkan kualitas pendidikan nasional. Pendidikan jasmani sangat efektif dalam mengembangkan kecerdasan majemuk siswa dan secara langsung berkontribusi pada pencapaian Tujuan Pembangunan Berkelanjutan (SDGs) 4, khususnya pendidikan berkualitas. Aktivitas fisik telah terbukti tidak hanya membangun kebugaran fisik tetapi juga merangsang kecerdasan sosial, emosional, musikal, dan intrapersonal, yang merupakan fondasi penting untuk pembelajaran holistik.
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DOI: https://doi.org/10.37311/jhsj.v8i2.39118
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