The effectiveness of collaborative strategy based on multiple intelligences in chemistry learning to improve students' problem-solving skill and multiple intelligences

This research aims to reveal: (1) the feasibility of collaborative learning strategy (henceforth CLS) based on multiple intelligences (MI) in chemistry learning; (2) the effectiveness of CLS based on MI (CLS-MI) to improve students' problem solving (PS) skill, multiple intelligences/MI (interpersonal, visual-spatial, and logical-mathematical), and students' achievement in chemistry. This research applied Research & Development method using 4D model. As many as 210 students from 3 public schools in Banjarmasin were involved in this study. The effectiveness of the strategy was evaluated using pre-test-post-test control group design. The experimental class implemented CLS-MI, while the control class used conventional strategy. The data were collected using test, observation, & questionnaires, and were analyzed using descriptive and t-test. The results indicated that (1) the CLS-MI is feasible to be used in chemistry with the practicability score of 51.5 (very practical); (2) Students' PS skill and MI in the experimental class improved higher. Three categories of students' PS skill exist in the experimental class; develop (25%), develop well (47,2%) and develop very well (27.8%). Interpersonal, logical-mathematical, and visual-spatial intelligences improved respectively by 17.8%, 8.3%, and 3.8%. (3) The students in the experimental class achieved better in learning chemistry with the N-gain 0.77 (high).