INFLUENCE OF PSYHOSOCIAL STIMULATION AT HOME AND AT SCHOOL LEARNING PROCESS ON CHILDREN’S MULTIPLE INTELLIGENCES
Novita, Dian Setiawan, Denny
Novita, Dian
Setiawan, Denny
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This study is aimed at examining the influence of psychosocial stimulation at home and in school learning process on children multiple intelligence levels. This research was conducted in four kindergartens located in districts Pamulang consist of two public schools and two faith- based schools selected by purposive random sampling. The samples of this study are 30 children taken from each kindergarten who are in the range of age 5-6 years. Results of this study showed that there is no significant difference in psychosocial stimulation both in children public schools and faith-based schools. The psychosocial stimulation of the samples (76.5%) classified as high category. Furthermore, there is no significant difference in total learning process between public schools and faith-based schools, however public schools have higher score (significantly difference at α = 0.01) than faith-based schools in developing themes, making lesson plan, assessment results and general impression. For the case of multiple intelligences, there is no difference in total score, but the samples in faith-based schools have higher score (significantly difference at α = 0.01) than public schools in mathematics and musical intelligences. Furthermore, the samples of the public schools have better score (significantly difference at α = 0.10%) than faith-based schools in intrapersonal and visual-spatial intelligences. Learning process significantly has a positive correlation with multiple intelligences (at α = 0.05 level), especially with lesson plan, interaction in classroom and assessment conducted by teachers. While the multiple regression significant factor (p <0.10) on multiple intelligences in both types of school children are learning (α = 0.083) with adjusted R Square value of the analysis is 0.040, which means that four percent of the value of child’s multiple intelligences influenced by learning process at schools.
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2014
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With permission of the license/copyright holder