The Effect of Multiple Intelligence-Based Instruction on Critical Thinking of Full Day Islamic Elementary Schools Students

Lack of critical thinking skills of elementary schools’ students was influenced by teachers’ domination in instructional activities; meanwhile students did not play independently as the learners. Theoretically, multiple intelligences based instruction is an appropriate solution. For that reason, this research aims to know the impact of multiple intelligences based instruction on students' critical thinking skills. The research was conducted at AlAmanah and Buahati Islamic Elementary Schools by using a quantitative approach with case study method. Data collected through critical thinking tests was analyzed by using independent sample t-test to examine the impact of instruction on students' critical thinking skills. The results showed that the implementation of multiple intelligences based intruction had significant effect on students’ critical thinking skills. From the finding, some recommendations are given as follows: 1) The teacher’s role is not only for transferring knowledge based on his/her competencies but also students’ characteristics reflecting their instruction styles; and 2) for further researcher, it is suggested to investigate this issues more specifically and comprehensively.


Introduction
Essentially, the instruction is the process of thinking, not only emphasize on accumulated knowledge of the subject matter, but also concern on the ability of student to acquire knowledge (self-regulated) (Sanjaya, 2008;Rose & Nicoln, 2001).The result of research showed that practically instruction in primary schools in Indonesia still ignore the students' thinking skills (Widuroyekti, 2006;Rustini, 2008;Semiawan, 1999), as the result "student's thinking skill in elementary school are still very poor".It occurs since the teachers do not understand the fundamentals of thinking well wherein students are only required to know, understand and use, and not being able to cultivate the ability of analysis, synthesis, and evaluation (Rofi'uddin, 2000).
The research result above indicates that the instruction is not only limited to the purpose to find, understand and use, but also being able to cultivate the ability of analysis, synthesis, and evaluation.Three of these domains are classified by Bloom as a critical thinking skill (Duron et al, 2006: 160).Therefore, teachers are required to create an instructional environment that can stimulate students to think.
Islamic education as one of the compulsory subjects at every level of education still has some weaknesses in which the role of instruction of Islamic education has not been ideal.The result of study showed that in general the weaknesses placed in the instruction process trapped in the process of memorization and development of low-level thinking skills Azizy (in Shukri, 2003: 237).This fact implies the necessity of improvement by changing instruction paradigm of Islamic education.One form of new innovations in the world of education is the application of the theory of multiple intelligences in instruction.The theory of multiple intelligences capable of bridging the tedious process of instruction into a fun instruction experience and the students are not only overwhelmed by the mere theory, but also They are faced with the fact that the theory that they receive is to be found in real life, so that they have a deep impression.Hence, there is a need to research this area to obtain broader picture of the impact of multiple intelligence based instruction on students' critical thinking in Islamic education subject.Therefore, this study covers the research questions: is there any significant difference of students' critical thinking between those taught by using multiple intelligence based instruction and those who did not.

Literature Review Multiple Intelligences
Multiple intelligences are a recent development in the field of intelligence that explains things related to the pathways used by humans to be intelligent.This discovery changed the paradigm in education including a new understanding for students and parents that the child's intelligence is extremely diverse.According to Gardner (1993: 15) theory of multiple intelligences emphasizes on "the ability to solve problems and to create a product or work that can be useful to others".This theory was introduced by Howard Gardner in the early decades of the 1983's (Gardner, 1983(Gardner, , 1993(Gardner, , 1999;;Armstrong, 2009;Campbel, Campbel, & Dickinson, 1995;Hoerr, 1999;Baum, 2005) "Intelligences entail the ability to solve problems or fashion product that are of consequence in a particular cultural setting or community.The problem-solving skill allows.One to approach situation in which a goal is to be obtained and to locate the appropriate route to that goal".
The main concepts of this theory are: (1) humans have the ability to improve and develop their intelligent; (2) intelligence in addition to change can also be taught to others; (3) intelligence is a pluralistic reality that appear in different parts of the system or the brain of the human mind; (4) at a certain level, that intelligence is a unified whole, Departing from the concepts above, then, Gardner (1993: 17-25) maps the broad scope of human capabilities into nine categories of comprehensive or "basic intelligence" namely; musical intelligence, kinesthetic intelligence-gestures, intelligence mathematical logic, linguistic, spatial, interpersonal, intrapersonal, naturalist and existential.The theory is based on the premise that intellectual ability is not only measured by math and language abilities, but also to be seen from some other intelligence.
In the concept of multiple intelligences based instruction learners are functioned as a creative and innovative subjects.Students are given the freedom to develop the full potential of intelligence optimally, through instruction strategies tailored to the student's instruction style and support activities.It is applied through interactive teaching and instruction activities, interesting, stimulating both hemispheres learners in a balanced way, paying attention to the uniqueness of each individual, and involving the active participation of learners.As the result, the whole potential of learners develops optimally.In addition, instruction in a variety of activities are designed to increase knowledge (cognitive), attitudes (affective), and skills (psychomotor) to integrate and facilitate the development of a variety of intelligence plural owned learners (Baum, 2005:37;McKenzie, 2005;Fleetham, 2006:87;Armstrong, 2009:44;Yaumi, 2012: Jasmine, 2012, Alhamuddin, 2016).
Previous research such as Campbell and Campbell (2000), in book "Multiple Intelligences and Student Achievement; Sucsess Stories from Six Schools", described six schools that have used multiple intelligences for five or more years.Through case studies of two elementary, two-middle level, and two high schools.This research was conducted in Kentucky, Minnesota, Washington, Indiana, dan California.Hoerr (2000), in his book "Becoming Multiple Intelligences School", elaborate the process passes alongside colleagues in implementing the principles of multiple intelligences theory in New City School di St.Louis, Misouri.The results showed that the increase in test scores, discipline, parent participation is greater, and students labeled learning disabled.
Jingcen Xie dan Ruilin Lin ( 2009) "Research on Multiple Intelligences Teaching and Assessment", Ozlen Dogan Temur ( 2007) "The Effects of Teaching Activities Prepared According to the Multiple Intelligences Theory on Mathematics Achievements and Permanent of Information learned by 4 th Grade Students".Test of effectiveness of learning between groups using multiple intelligences as a delivery strategy with the group using traditional methods.The researchers concluded that students who are taught by multiple intelligences have better results than students taught by traditional methods.In addition, students actively participate in the learning process, increases learning interest and learners more aware of their capabilities.
Ali Abdi dan Maryam Rostami (2012) " The Effect Multiple Intelligences-Based Instruction on Students' Creative Think ability at 5th grade in Primary School".This study was conducted to test the effect of multiple intelligences based instruction to creative thinking abilities of learners.The study results concluded that the multiple intelligences can improve creative thinking skills of learners.The results of this study support the results of previous research of Boyd Sturthers (2008) and Heyns (2007).

Critical Thinking
Thinking is "a person's mental processes that are more than just recall (remembering) and understanding (comprehending)" (Peter Reason in Sanjaya, 2008: 132).According to Reason remember and understand more passive than the activity of thinking.Remembering only involves the storage of something that has been experienced for a while reissued upon request, while understanding requires the acquisition of what is heard and read and look at the relationship between aspects of memory.Thinking is a term that is more than two.Thinking causes a person to move to outside information heard.Thinking skills require ability to remember and understand, therefore, the ability to remember is the most important part in developing critical thinking.Someone who has the ability to remember and understand has also the ability to think.Instead ability to think someone has definitely followed the ability to remember and understand (Sanjaya, 2008: 132).Thus, thinking as activities that involve mental processes require the ability to remember and understand, on the contrary to be able to remember and understand the necessary mental process called thinking."Thinking is an internal, mental process that constructs and operates on mental representation of information" (Craik, 1943: Zangwill, 1980;Nathan, 1987dalam Moseley et al. 2005).
Furthermore, experts divide thinking skills into three, namely: basic thinking skills, critical thinking, and creative thinking.Critical thinking is a process that involves mental operations such as induction, deduction, classification, and reasoning.Ethnic (in Fisher, 2001: 4), "critical thinking is reasonable.Reflective thinking that is focused on deciding what to believe or do".According to Ibrahim and Nur (2000: 25) "the process of thinking covers activities of analyzing, criticizing, and reaching conclusions based on inference or careful consideration".In line with these opinions, Angelo (1995: 6) states that "critical thinking must meet the characteristics of thinking activities which include: analysis, synthesis, problem recognition and solving, conclusions and judgments".Thus, it is understood that critical thinking is one of the higher-level thinking processes that can be used in the formation of students' conceptual.
Furthermore, McMurry et al (1991:15), states that critical thinking is an activity that is very important to be developed in the school.Teachers are expected to be able to realize instruction skills and develop students' critical thinking.This ability cannot grow automatically through the development of person's age.This capability will develop well if deliberately developed.Glaser (in Fisher, 2001: 3) states the consideration of critical thinking, namely: a) An attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experience; 2) knowledge of the methods of logical enquiry and reasoning; and 3) some skill in applying those methods.Critical thinking calls for a persistent effort to examine any belief or supposed from of knowledge in the light of the evidence that support it and the further conclusion to which it tends.
There are some essential points that can be explained from Glaser point of view wherein critical thinking was not only present an attitude of willingness to consider something in solving the problem, but also must be done through the process of thinking and considering.Similarly, knowledge of the methods of investigation and logical reasoning shows that the critical thinking is required in their understanding of scientific methods and rational to produce something.John Dewey (1909: 9;Fisher, 2001: 2),  Table 3 showed that the Sig-(2 tailed) are smaller than = 0.05.Hence, it can be concluded that there is a significant difference of critical thinking skills between the students who were treated by using multiple intelligences and those who obtained conventional approach in instructions of Islamic education.It means that the use of multiple intelligences based instruction provides positive effect on students' critical thinking in Indonesian Islamic elementary schools.This finding support the results of previous studies conducted by Abdi (2012), Coban (2011), Boyd-Sturters (2008), Heyns (2007) which states that multiple intelligences based instruction beneficial to learners to enhance the ability to think.It is reasonable since multiple intelligences based instruction emphasizes the activity, where students not only as executor of instruction provided by educators, but also acts as an agent of cognitive process distributed between educators and learners (Yaumi, 2012: 32).In other words, the instruction activities refer to the education system in facilitating learners to become agents of change through experience, knowledge, skills and abilities, to obtain a method for selfinstruction and to develop multiple intelligences of learners.
Based on the above findings and discussion, the instruction process for preparing learners with the critical thinking skills demanded readiness of teachers in planning, implementing, and evaluating instruction.The teacher plays a central role as a facilitator of instruction.Learners are facilitated to proceed to master teaching materials with a variety of instruction resources prepared.Teachers is charge of guarding the process takes place within the framework of mastery of the competency, although learner-centered instruction.According to the constructivism theory: "learning is more determined by the wills of individuals" (Budiningsih, 2005: 5).Arrangement of conditions is not the cause of instruction, but simply facilitates instruction.Active learners become a very important element in determining the success of instruction.Independent activity is a guarantee to achieve real results.
In addition, students in multiple intelligences classroom have high hope and expectation for themselves and had a significantly influence students to create positive self-fulfilling prophecies.Campbell (1999) said "multiple intelligences not only make a positive difference in educational programs, it improves the lives of children".

Conclusion
Finally, the findings indicate that the implementation of multiple intelligences based intruction had significant contribution in improving student's critical thinking skills.Based on the conducted research, some recommendations are given as follows: 1) The teacher's role does not only transfer knowledge based on his/her competencies but students' characteristics also reflect in their instruction styles; and 2) for further researcher, it is suggested to investigate this issues more specific and comprehensive.
The Effect of Multiple Intelligence-Based Instruction on Critical Thinking of Full Day Islamic Elementary School Students Alhamuddin dan Bukhori Ta'dib: Journal of Islamic Education ▪ Volume 21, Number 1, June 2016 P-ISSN: 1410 -6973; E-ISSN: 2443 -2512 Available online at http://jurnal.radenfatah.ac.id/index.php/tadib The Effect of Multiple Intelligence-Based Instruction on Critical Thinking of Full Day Islamic Elementary School Students Alhamuddin dan Bukhori solving a specific problem or task, all kinds of human intelligence work together.