Multiple Intelligences–Based Learning and 21st Century Skills: A Qualitative Multi-Site Study in Indonesian Elementary Schools

Supaat Supaat; Taufikin Taufikin; Fitria Noor Lailatur Rizqi

doi:10.55927/jeda.v4i4.435

Authors

Supaat Supaat Universitas Islam Negeri Sunan Kudus
Taufikin Taufikin Universitas Islam Negeri Sunan Kudus
Fitria Noor Lailatur Rizqi Universitas Islam Negeri Sunan Kudus

DOI:

https://doi.org/10.55927/jeda.v4i4.435

Keywords:

Multiple Intelligences, 21st Century Skills, Differentiated Instruction, Authentic Assessment, Elementary Education

Abstract

This study examines how multiple intelligences (MI)–based learning is planned, enacted, and assessed in five elementary schools (SD/MI) in Kudus, Central Java, and how these practices align with 21st-century skills. Using a descriptive qualitative multi-site design, data were collected through interviews, observations, and document analysis. Thematic analysis revealed that lesson planning reflects students’ varied strengths, classroom practices integrate nine intelligences through low-cost strategies, and assessments are largely authentic, capturing cognitive, psychomotor, and affective outcomes. Structural and cultural barriers—curricular rigidity, limited facilities, and test-driven instruction—restrict consistent implementation. The study contributes a context-sensitive framework linking MI pedagogy to 21st-century competencies such as critical thinking, creativity, collaboration, and communication in Indonesian elementary education.

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