International Education Studies; Vol. 7, No.

11; 2014
ISSN 1913-9020 E-ISSN 1913-9039
Published by Canadian Center of Science and Education

Multiple Intelligences Profiles of Junior Secondary School Students in

Indonesia
Nuri Emmiyati1, Muhammad Amin Rasyid1, M. Asfah Rahman1, Azhar Arsyad1 & Gufran Darma Dirawan1
1
Post Graduate Programs, State University of Makassar, Indonesia
Correspondence: Gufran Darma Dirawan, Post Graduate Programs, State University Makassar, Indonesia.
E-mail: gufrandarma@yahoo.com

Received: August 26, 2014 Accepted: October 8, 2014 Online Published: October 29, 2014
doi:10.5539/ies.v7n11p103 URL: http://dx.doi.org/10.5539/ies.v7n11p103

Abstract
This study aimed to investigate the Multiple Intelligences profiles of the students at junior secondary school in
Makassar. The Multiple Intelligences Inventory was used to identify the dominant intelligence among the students.
The sample of this research was 302 junior secondary schools students in Makassar Indonesia who willing to
participated in this study. Descriptive and inferential statistics were used to investigate the students’ MI profiles.
The results of this study showed that all intelligences were possessed by the students either in strong, moderate,
or weak category. Existential intelligence became the strongest intelligence among the nine types of multiple
intelligences. Moreover, other types of multiple intelligences in strong category were interpersonal intelligence
and verbal-linguistic intelligence. They were the second and the third intelligence of the strongest intelligences.
The other types were in moderate category, were intrapersonal intelligence, musical intelligence, visual-spatial
intelligence, logical mathematic intelligence, bodily-kinesthetic intelligence, and naturalist intelligence. In terms
of gender, the study revealed, male students significantly possessed stronger in logical-mathematic intelligence,
bodily-kinesthetic intelligence, and intrapersonal intelligence, Meanwhile, Female students were significantly
stronger in musical intelligence, interpersonal intelligence, and existential intelligence. The results also showed
that there was no significant difference between male students and female students in verbal linguistic
intelligence, visual-spatial intelligence, and naturalist intelligence.
Keywords: multiple intelligences, students’ profile
1. Introduction
Gardner (1983) views intelligence as a biological factor bound in the environment where the individual lives, the
culture which she or he acquires, and the surrounding communities, with whom she or he interacts. Those factors
play a great role in shaping her or his intelligences. Gardner also defines intelligences as a bio-psychological
potential to process information that can be activated in a cultural setting to solve problems or create products
that are of value in community. Moreover, It is also differs from traditional view in which intelligence was
considered as a fixed or static entity where people were only classified as either dull or bright in various degrees of
intelligences (Gardner, 1993). Therefore Lazear (1999, p. 2) believe the intelligence was something stuck with in
people life.
Several efforts have been done to identify the students’ intelligence which is considered as the predictor of
students’ success in the school and his or her future life, such as using IQ or Intelligence Quotient’. The IQ test
was developed by Binet in the early of 1900’s and other scholastic tests assumed that person intelligence will
drive their ability in learning process. However, the IQ tests only measure linguistic and logical-mathematical
intelligence (Berman, 1998, p. 3). Gardner (1983, p. 18) argues that the IQ test reveals little about an individual’s
potential for further growth, rarely assesses skill in assimilating new information or in solving new problem for
each individual. It cannot highlight the potential or the competence of an individual in a particular field of
expertise. Therefore, referring to Gardner’s definition of intelligence, it is needed appropriate adjustment of
measuring the human intelligence which can be potentially developed in the future.
Redefining the definition of intelligences, Gardner (1999) strongly imposes the theory of Multiple Intelligences.
He suggest that all individuals have personal intelligence profiles which consist of combinations of nine different
intelligence types, namely verbal-linguistic, mathematical-logical, visual-spatial, bodily-kinesthetic,
musical-rhythmic, interpersonal, intrapersonal intelligence, naturalist intelligence, and existential intelligence.

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Such profiles differ to various degrees from person to person, and it is probably rare for anyone to have only one
predominating intelligence type.
Multiple Intelligences theory provides a dimension on which human beings differ with the others. No one, not
even identical twins possess exactly the same profile of intelligences (Gardner, 2004). In relation to education,
especially education at schools, it is realized that each student in the classroom differs in nature, in terms of their
intelligences. These MI profile may influence the students’ learning preferences, process and also learning
outcome. The following table description provides the nature of multiple intelligences and the ways of learning
preferences.

Table 1. The Nature of multiple intelligences and the ways of learning preferences
Learner who are
Think Love
highly
Verbal-linguistic In words Reading, writing, telling stories, playing word games
Experimenting, questioning, figuring out logical puzzles,
Logical-mathematic By reasoning
calculating
Visual-spatial In images and pictures Designing, drawing, visualizing, doodling
Dancing, running, jumping, building, touching,
Bodily-kinesthetic Through somatic sensation
gesturing
Singing, whistling, humming, tapping feet and hands,
Musical Via rhythms and melodies
listening
By bouncing ideas off other Leading, organizing, relating, manipulating, mediating,
Interpersonal
people partying
In relation to their needs,
Intrapersonal Setting goals, meditating, dreaming, planning
feelings, and goals
Through nature and natural Playing with pets, gardening, investigating nature,
Naturalist
forms raising animals, caring for planet earth
In collective consciousness Seeking meaningful learning, looking for connection,
and values, summative and synthesizing, having strong connection with family and
Existential intuitive iteration friend, expressing a sense of belonging to a global
community
Adapted from Armstrong (2009).

Sternberg (1999) and Hasan (2010) argues that students will learn better when using their preferences in which
they are successful, students will be better learners when they can expand their subject preferences in learning
process, when teachers accommodate students various preferences in learning. Therefore, it is necessary for
teachers to understand their students’ multiple intelligences profiles in order to provide appropriate learning
activities in classrooms which accommodate their multiple intelligences.
In Indonesian context, national education goals stated that students should be able to improve their knowledge and
attitudes. They also should have comparative advantages and competitive advantages in facing the era of
globalization. Teacher as an educator in this regard should be able to apply a model that can integrate high curiosity
character (exploratory), creative, critical thinking, potential opportunities, self-efficacy of students. It is also
needed to integrate the attitudes of the students such as: honest, responsible for duties, cooperative, discipline, hard
working, able to organize themselves, cooperate with others and reflection to achieve the goal (self-regulatory), as
mandated by the Law no. 20 of 2003 on National Education System (Education Law) Article 3. Therefore it is
needed to implement multiple intelligences profile of students due to improving learning activities in the
classroom that may meet the national education goals (Hasan, 2010).
Various studies revealed the benefits of multiple intelligences in learners’ achievement (Razmjoo, 2008; Gupton,
2011), learning strategies (Hajhashemi, Ghombavani, & Amirkhiz, 2011). Therefore this study was aiming to
measure multiple intelligences profiles of junior secondary school students that is important due to improve the
classroom activities. It also becomes a starting point of designing effective classroom activities. The purpose of

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the study is to describe the profiles Multiple Intelligences in terms of the dominant intelligence and gender
differences of the Junior Secondary Schools students’ specifically at Madrasah Ibtidaiah (MI) in Makassar.
2. Method
This research is a quantitative research. This research was conducted at Junior high school, Makassar
2.1 Participants
The number of participants of the study was 302 Junior Secondary School (MI) students in Makassar City that
consisted of 125 male students and 177 female students.
2.2 Instrument
Multiple Intelligences inventory questioner has been distributed to the participants in order to find out the
students’ Multiple Intelligences profile. The questionnaire of Multiple Intelligences inventory was adapted from
Berman (1998), McKenzie (1999), and Armstrong (2009). Then, it was translated into Indonesian, as the students’
national language, in order to make it easy to respond the questionnaire. It consisted of 72 items which covered
nine types of Multiple Intelligences. Each type of intelligence consisted of 8 statements. In this questionnaire,
students were asked to respond every item of the questionnaire in related to what they are really feel and related
with their real lives. The responses were 0 and 1 in which 0 showed the statement that was not in accordance
with the participant, and 1 showed the statement that was in accordance with the participant.
3. Results
The results of this study revealed the the rank of the intelligence of all participants, the categories of each type of
intelligence, and the categories of intelligences based on gender. The analysis of this study revealed that all
intelligences were possessed by the students either in strong, moderate, or weak category. The descriptions of the
intelligences possessed by students in Makassar are presented in Table 2.
The analysis revealed that the highest score as reported by students through responses to the questionnaire was
existential intelligence. Other types of multiple intelligences in strong category were interpersonal intelligence
and verbal-linguistic intelligence. They were the second and the third intelligence of the strongest intelligences.
The other types were in moderate category. In sequence from the strongest to the weakest at moderate category,
were intrapersonal intelligence, musical intelligence, visual-spatial intelligence, logical mathematic intelligence,
bodily-kinesthetic intelligence, and naturalist intelligence.

Table 2. Rank of multiple intelligences of the students

MI MEAN (scale 0–8) CATEGORY
Existential 7.9946 Strong
Interpersonal 7.4695 Strong
Verbal-Linguistic 6.6795 Strong
Intrapersonal 6.3135 Moderate
Musical 5.9751 Moderate
Visual-Spatial 5.8267 Moderate
Logical-Mathematic 5.8172 Moderate
Bodily-Kinesthetic 4.8841 Moderate
Naturalist 4.5287 Moderate

In detail, each category for intelligence and the number of the students in Makassar for each of intelligence are
presented in Table 3. The description of the analysis revealed that 143 out of 302 students (or 47.35% of the
participants) possessed strong verbal-linguistic intelligence, 145 out of 302 students (48.01% of the participants)
possessed moderate category of verbal-linguistic intelligence, and 14 out of 302 students (4.64%) were in weak
category of verbal-linguistic intelligence.
As can be seen also on the Table 3, the Logical-mathematical intelligence in strong category was possessed by
94 students (31.13%), moderate category was possessed by 170 students (56.29%), and weak category was
possessed by 38 students (12.58%). Furthermore, Visual-spatial intelligence in strong category was possessed by

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106 students (35.10%), in moderate category was possessed by 162 students (53.64%), and in weak category was
possessed by 34 students (11.26%). In addition, about 43 (14.24%) students possessed Bodily-Kinesthetic
intelligence in strong category, 199 students (65.89%) in moderate category, and 60 students (19.87%) in weak
category.
Musical intelligence was possessed by 128 students (42.38%) in strong category, in moderate category was
possessed by 131students (43.38%), and in weak category was possessed by 43 students (14.24%). Other category
such as Interpersonal intelligence was possessed by 206 students (68.21%) in strong category, 94 (31.13%)
students in moderate category, and 2 students (0.66%) in weak category. Moreover, intrapersonal intelligence in
strong category was possessed by 116 students (38.41%), in moderate category was possessed by 174 students
(57.62%), and in weak category was possessed by 12 students (3.97%).
Naturalist intelligence was possessed by 33 students (10.93%) in strong category, in moderate category was
possessed by 200 students (66.23%), and in weak category was possessed by 69 students (22.85%). The last
intelligence which was identified in this study is Existential intelligence which was possessed by 228 students
(75.50%) in strong category, 64 students (21.19%) in moderate category, and 10 students (3.31%) in weak category.
The result of this part is also presented in Figure 1.

Table 3. Category of MI of the students

Category
Strong Moderate Weak
MI
N % N % N %
Verbal-Linguistic 143 47.35 145 48.01 14 4.64
Logical-Math 94 31.13 170 56.29 38 12.58
Visual-Spatial 106 35.10 162 53.64 34 11.26
Bodily-Kinesthetic 43 14.24 199 65.89 60 19.87
Musical 128 42.38 131 43.38 43 14.24
Interpersonal 206 68.21 94 31.13 2 0.66
Intrapersonal 116 38.41 174 57.62 12 3.97
Naturalist 33 10.93 200 66.23 69 22.85
Existential 228 75.50 64 21.19 10 3.31

The information presented in Table 3 shows that most students (228 out of 302 students or 75.50%) were in
strong category of existential intelligence comparing with the other types of multiple intelligences. In moderate
category, naturalist intelligences was the most possessed by the students in which the number of students were
200 out of 302 students (66.23%) comparing with the other types of multiple intelligences. Then, the least was
interpersonal intelligence possessed by students (2 out of 302 students or 0.66%) in weak category.

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250
200
150
100
50 Strong 
0 Moderate 
Weak 

Figure 1. Category of MI of junior secondary school students in Makassar

In terms of gender, Table 4 shows that generally male students possessed four types of multiple intelligences in
strong category. They were verbal-linguistic intelligence, interpersonal intelligence, intra personal intelligence,
and existential intelligence. The rests of intelligences were in moderate category. The female students only
possessed two types of multiple intelligences in strong category, namely interpersonal intelligence and existential
intelligence. The other types of intelligences possessed by female students are in moderate category. In detail,
descriptive statistic analysis resulted male students is stronger than female students in verbal-linguistic
intelligence, logical-mathematic intelligence, bodily- kinesthetic intelligence, intrapersonal intelligence, and
naturalist intelligence. Female students were stronger than male students in visual-spatial intelligence, musical
intelligence, interpersonal intelligence, and existential intelligence.

Table 4. Category of junior secondary school students’ MI based on gender

Gender N Mean Std. Deviation Std. Error Mean Category
Male 125 6.8900 1.99934 .17883 Strong
X1
Female 177 6.4689 2.02867 .15248 Moderate
Male 125 6.1400 2.12403 .18998 Moderate
X2
Female 177 5.4944 2.06068 .15489 Moderate
Male 125 5.7000 2.25850 .20201 Moderate
X3
Female 177 5.9534 1.95391 .14687 Moderate
Male 125 5.0200 1.76765 .15810 Moderate
X4
Female 177 4.6681 2.23074 .16767 Moderate
Male 125 5.3400 2.46127 .22014 Moderate
X5
Female 177 6.6102 2.08635 .15682 Moderate
Male 125 7.3400 1.76760 .15810 Strong
X6
Female 177 7.5989 1.66134 .12487 Strong
Male 125 6.7300 1.57782 .14112 Strong
X7
Female 177 5.8969 1.77747 .13360 Moderate
Male 125 4.7000 2.01056 .17983 Moderate
X8
Female 177 4.3573 1.69132 .12713 Moderate
Male 125 7.6700 2.14955 .19226 Strong
X9
Female 177 8.3192 1.79759 .13512 Strong

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4. Discussion
The finding showed that the students possessed all nine intelligences either in strong, moderate, or weak category.
Generally, from the strongest to the weakest type of multiple intelligences possessed by the students are
existential intelligence, interpersonal intelligence, verbal-linguistic intelligence, intrapersonal intelligence,
musical intelligence, visual-spatial intelligence, logical-mathematic intelligence, bodily-kinesthetic intelligence,
and naturalist intelligence. The combination of variations of the intelligences are in line with the theory of
multiple intelligences. According to the theory, everyone possesses all types of multiple intelligences: however,
the extent to which each is developed in an individual varies from person to person (Gardner, 1983). This is
supported by the findings of the research done by Chan (2005) which the strongest intelligence was
verbal-linguistic intelligence and the weakest intelligence was naturalist intelligence. It proves that the strongest
types of intelligences and the combination of intelligences differ from person to person.
The finding of the study that existential intelligence becomes the strongest intelligence among students in
general, provides information that basically the Junior Secondary Students in Makassar potentially possess high
curious on something. Existential intelligence means the ability of macro-viewing and understanding in a large
context, sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life,
why do we die, and how did we get here (Gardner, 1991). On the Contrary, the naturalist intelligence was the
weakest intelligence possessed by students is in line with the definition proposed by Gardner (1983, X; 1993, 7).
Gardner defines naturalist intelligence as a bio-psychological potential to process information that can be
activated in a cultural setting to solve problems or create products that are of value in a culture. Moreover, the
students live in Makassar as an urban area therefore the students possess limited exposure on nature. This might
be the reason why, in general, students possess weak naturalist intelligence. This statement strongly support by
Armstrong (2009) that stated, a key point in Multiple Intelligences theory is that most people can develop all
their intelligences to a relatively competent level of mastery. Whatever intelligences develop depends on three
main factors, namely:
Biological endowment that includes hereditary or genetic factors and insults or injures to the brain before,
during, and after birth.
Personal life history that includes experiences with parents, teachers, peers, friends, and others who either
awaken intelligences or keep them from developing.
Cultural and historical background that includes the time and place in which human being were born and
raised and the nature and state of cultural or historical developments in different domains.
In relation to gender, the study revealed, that male students significantly possessed stronger logical-mathematic
intelligence, bodily-kinesthetic intelligence, and intrapersonal intelligence than female students. Meanwhile,
female students were significantly stronger than male students in musical intelligence, interpersonal intelligence,
and existential intelligence. On the other category, it was also showed that in verbal-linguistic intelligence and
naturalist intelligence, even though descriptive statistically male students were stronger than female students, but
the counted significance difference was higher than α = 0.05. It means there was no significant difference
between male students and female students in verbal linguistic intelligence and naturalist intelligence. The study
also found that through descriptive statistic analysis, in general female students were stronger than male students
in visual-spatial intelligence. However, there was no significant difference in visual-spatial intelligence between
female students and male students. The finding is in contrast with the study done by Hanafiyeh (2013) and
McClellan (2006, p. 198). Hanafiyeh found only linguistic intelligence that was statistically significant
difference between gender. McClellan found Multiple Intelligences are not influenced by age, race, or gender.
The finding of the study is almost in line with the study done by Göğebakan (2003) in which he found, in terms of
gender, the male students’ logical-mathematical and bodily kinesthetic intelligence mean scores were higher than
female students’ whereas the female students’ musical intelligence mean score was higher than male students’. A
little bit difference is the study done by Saricaoğlu and Arikan (2009). They found that there is no significant
gender differences in the intelligence types held by the participants except for that between gender and linguistic
intelligence which was positive.
The finding that male students are stronger than female students in logical-mathematic, bodily-kinesthetic, and
intrapersonal intelligences supports the idea of (Hermann, 1995) that men are significantly more left brain than
women, while women are significantly more right brain than men.

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