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INTELLIGENCE & MOTIVATION

This work explores various models of intelligence, highlighting concepts from Western and cultural perspectives. It examines Spearman's "g" factor, Thurstone's Primary Mental Abilities, Guilford's Structure of Intellect, Gardner's Multiple Intelligences, and Sternberg's Triarchic Theory. The paper discusses the historical context of intelligence measurement, featuring Binet's and Wechsler's tests, while addressing their strengths and limitations. Additionally, it emphasizes the importance of recognizing special abilities in students to tailor educational approaches effectively.

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INTELLIGENCE & MOTIVATION

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  1. INTELLIGENCE & MOTIVATION Oleh: EkaSaktiYudha

  2. What is Intelligence • Western: Mental agility/ mental speed. • Pacific island: skill of navigation (the ability to read waves, clouds & stars) • Luo People: • Rieko (smartness, knowledge, ability, competences & power) • Luoro is social qualities (respect & care for other, obedience, deligent) • Paro is the thinking involved in problem solving • Winjo is comprehending and understanding

  3. Models of Intelligence • Spearman and ‘g’ • Thrustone and Primary mental abilities • Guilford’s structure of intelect model • Gardner’s theory of multiple intelegence • Stenberg’s triarchic model of intelligence

  4. 1. Spearman and “g” • Charles Spearman (1904-1927) adalahseorangpsikologdiInggris. • General abilities “g” merujukpadakecepatan/ efisiensiotakmemprosesinformasi/ stimulus.(all intellectual tasks and mental abilities) • Specific mental abilities “s” adalahkecakapankhusus yang dimulikisecaraunikolehmasing-masingindividu

  5. 2. Thurstone & PMA • In 1938 American psychologist Louis L. Thurstone proposed that intelligence was not one general factor, but a small set of independent factors of equal importance. • He called these factor Primary Mental Ability (PMA) • Thrustone & Thelma devised a set of 56 tests • 7 Abilities: numerical, verbal comprehension, word fluency, space, reasoning, memory & possibly perceptual speed.

  6. 3. Guilford’s structure of intellect model • Guilford menolahkonsep “g” dan PMA kemudianiamenyusun 3 dimensidasar • The processes or mental operation performed (thinking, evaluating, recalling) • The content or the kind of stimulus material that is involved (words or symbols, picture, sound, feeling & action • The form of the product being processed (relationship, units, classes, system and implication)

  7. 4. Gardner’s of theory of Multiple Intelegence • Howard Gardner adalahseorangpsikologAmerika • Iamenolaktesintelegensitradisionalkarenates-testersebutterlaludidominasiide-ide “barat” • Gardner (1983) memformulasikan 8 area intelegensi: Linguistik, Musical, Logismatematis, Spasial, Bodily kinestetic, Intrapersonal, Interpersonal, Naturalis

  8. Stenberg’s Triarchic model of intelligence • Triarchic model of intelligence: • Analytic, the mental aspect of an individual’s cognitive activity as in information processing skill and metacognition • Creative, an individual’s ability to respond to event in the light of previous experience. • Practical. How an individual copes with everyday environment

  9. ImplikasinyabagiPendidik • Kurikulumdisekolahlebihluascakupannya agar dapatmemfasilitasiminatdanbakatsiswa (mis.ekskul) • Melakukandiagnosaawalterhadappesertadidik agar dapatmemberikanbimbingansesuaidenganintelgensinya. • Pendidikhendaknyawaspadaterhadapsiswa yang memilikibakatkhusus, sertaberupayauntukmengoptimalkannya

  10. Measuring Intelligence

  11. Interest in measuring individual differences in mental ability began in the late 19th century. Sir Frances Galton • He tried to relate intellectual ability to skills such as reaction time, sensitivity to physical stimuli, and body proportions. For example, he measured the highest and lowest pitch a person could hear and how well a person could detect minute differences between weights, colors, smells, and other physical stimuli.

  12. Alfred Binet & Theodore Simon a prominent French psychologist, was the first to develop an intelligence test that accurately predicted academic success. • Binet & Simon developed 30 items that measured practical and skill. • Test item required children to name object in picture, define world, repeat a set of digits, copy a simple shape, tell the time on an analog clock.

  13. ContohtesintelegensiBinet-Simon

  14. Wechsler’s intelligence scales • In 1939, David Wechsler proposes a solution to the problem of calculating adult IQ’s. • WAIS- Wechsler Adult Intelligent Scale • WEISC-III- Wechsler Intelligence Scale for Children version III • WPPSI-III, Wechsler Preschool and Primary Scale of Intelligence.

  15. Strengths & Limitations of Intelligence test • Kekuatan: dapatmemberikanlayananpendidikan yang tepatbagipesertadidik (underachieving, gifted) • Keterbatasan: berhubungandengnvaliditasdanreliabilitassebuahalattes, danhasiltestersebutdijadikanrujukanpengambilankeputusan

  16. PesertaDidikdenganKemampuanKhusus

  17. Konsepgifted, talent & creativity • Gifted, merujukpadaindividu yang memiliki IQ yang tinggi • Talent, merujukpadaindividu yang memilikiperformance superior padasatubidangataulebih • Creativity, merujukpadaindividu yang berpikirsecarainovatifatauvaluable idea.

  18. Karakteristikkhusus • Language and literacy related skill, memilikiperbendaharaankata yang kaya, kemampuandalammendiskusikankonsep yang kompleks, danmenguasaibeberapabahasa • Cognitive and problem solving skill, kecepatanmenguasaidanmemanggilinformasi, bekerjamandiri, perfectionist, mampumengaplikasikanilmudalamberbagaisetting. • Independence and broad interest and activities, inisiatif, minatnyaluasdalam art, musik &drama mampumembinahubungan yang baikdenganorang yang lebihtua

  19. Bagaimanamengidentifikasianakberbakat? • ObservasidiKelas • Informasidariorangtua, peer group, tugas individual • Formal assesment • Achievment test • Tesintelegensi • Teskreativitas

  20. Educational Program for Gifted students • Program akselerasidengankurikulum yang berbeda

  21. Strengths and Limitations Program • Strengths • Pesertadidikterfasilitasidenganbakatkhusus yang dimilikinya, karenajikatidakmungkinsiswamengalamiunder achievement dangagalstudi • Limitations • Exclusive class memungkinkansiswamenjaditerisolirsecarasosial • Kelanjutan program padasekolah yang lebihtinggi • Kualitas guru yang harusdipersiapkanbaik

  22. MOTIVATION

  23. Definition Internal process that activates, guides and maintains behavior over time.

  24. Theories of Motivation • Behavioral • Cognitive • Social Learning theory • Humanist

  25. Behavioral Pavlov (Stimulus-Respon) Clark Hull (Drive Reduction Theory)

  26. Cognitive Atribution theory (Fritz Haider, Harold Kelly, BernatWainer)

  27. Social Learning Theory Julian Rotter (Stimulus – Respondan Reinforcement)

  28. Humanist Theory of Human Motivation (Abraham Maslow)

  29. Thank You !!

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