HOW TO DEVELOP THE STANDARDIZED INSTRUMENTS OF MULTIPLE INTELLIGENCES IN ELEMENTARY SCHOOL: A QUALITATIVE-DESCRIPTIVE APPROACH

It was rarely the academicians, and practitioners knew how to make the standardized instruments to analyze the student's multiple intelligences. The purpose of this study was to describe the development of a standardized instrument of multiple intelligences for children in elementary school. The research method used was descriptive qualitative. In qualitative research, the research instrument was the researcher himself. The research instrument was not external or objective, but internal or subjective, namely the researcher himself without using tests, questionnaires, or experiments. Therefore the direct presence of researchers was a necessity in qualitative research. The data collection techniques used were observation and documentation. The results obtained in this study were to identify multiple intelligences in 712 years old children, we could use standardized instruments based on the classification of children's multiple intelligences. To analyze the development of multiple intelligences of 7-12 years old children, we could use the major theory of Gardner and Armstrong. The development of standard instruments used to measure multiple intelligences of 7-12 years old children, we could use 13 steps of Jamaris theory. This development step unravels the theory, determines the basis, then turns it into a standardized instrument that can be used to measure the type of multiple intelligences in 7-12 years old children. How to use the standardized instruments and its recommendations for teachers are discussed.


INTRODUCTION
standardized instrument of multiple intelligences in this study. Problems that can be identified related to the development of multiple intelligence instruments are: (1) how to identify multiple intelligence in 7-12 years, old children?
(2) what concepts, principles and theories can be used to analyze multiple intelligence development 7-12 years old children? Furthermore, (3) how to develop standardized instruments that can be used to measure the multiple intelligence of 7-12 years old children? So that the analysis of children's multiple intelligence development can be done accurately and can be used as a basis for taking various actions that are appropriate to the child's developmental needs, especially in the preparation of the concept of learning activities in the classroom.

RESEARCH METHOD Research Design
In order to answer the research question, the qualitative-descriptive research design was conducted in our study. This work was a part of a mini-research from our research and development process. In this part, we were conducted research to describe how to develop standardized instruments about multiple intelligences.

Data Source
The multiple intelligences concept, principles, and theory were the data source of our study. Furthermore, the development of standardized instruments was an object of this study.

Data Collection
The data were collected by observation and documentation. Researchers collected various sources regarding multiple intelligence in 7-12 years old children. The sources consist of the main sources and other related reference sources as supporting data results.

Data Analysis
The data were analyzed qualitatively direct after the data collected. The processes of the data analysis were conducted by the following steps: collecting the data, presenting the data, reducing the data, and then made a conclusion/verification for the analysis process.

RESULTS AND DISCUSSION
The activity assessment often used to measure the child's multiple intelligence. Activities assessment is an instrument to measure and assess activities (Jamaris, 2009). The standardized instrument of multiple intelligences is needed for assessing multiple intelligences (Jamaris, 2014). There are processes of the development of standardized instruments presented in Figure 1 (Jamaris, 2009).
In the first stage, The theory analysis conducted to identify the variable to be measured. In the second stage, based on the result of theory analysis, the Theory Synthesis is formulated as the basis to formulate the construct the variable to be measured. In the third stage, the dimensions and indicators of the variables to be measured are developed. In the fourth stage, it is necessary to determine the magnitude of the parameter that moves in a continuum from one pole to the opposite pole, such as from low to high, from negative to positive, from authoritarian to democratic, from dependent to independent. In the fifth stage, the preparation of the assessment instrument guidelines, followed by the sixth step, which is to draft the assessment instrument.
In the seventh stage, after the instrument concept is considered theoretically valid or conceptually, the limited instrument is carried out for field testing. In the eighth stage,

Tria Mardiana & Indiati HOW TO DEVELOP THE STANDARDIZED INSTRUMENTS OF MULTIPLE INTELLIGENCES IN ELEMENTARY SCHOOL: A QUALITATIVE-DESCRIPTIVE APPROACH
instrument testing is part of the empirical validation process. In this trial, the instrument was given to a number of respondents who had the same or equivalent characteristics as the target population characteristics of the assessment instrument.  (Jamaris, 2009) In the ninth stage, an analysis of the instrument trial results was conducted to determine the instrument's validity. Validity testing must use internal criteria, the instrument itself, as a unity that is used as a criterion. While the external criteria, namely the suitability of the instrument trials, results with the measuring results of certain instruments in accordance with the instruments made. In the tenth stage, based on the instrument validity criteria, a conclusion can be reached regarding whether or not the instrument points are valid. In the eleventh stage, starting from item analysis, invalid items are issued or corrected for retrying, while valid items are reassembled into an instrument set to review the validity of the content based on the instrument guidelines. In the twelfth step, the reliability coefficient of the range 0-1 is then calculated to indicate the magnitude of the quality or consistency of the instrument's measurement results. If the reliability coefficient is high, it will have a good impact on the quality of the instrument. The limits of reliability coefficient that are considered feasible depend on the precision desired by the instrument developer. At the last stage, the assembly of valid instrument items to be made the final instrument.
The thirteen stages are carried out in order to develop instruments that have good quality and accuracy of results. The stages in Figure 1 become the basis for the development of a standardized instrument of multiple intelligences of children in elementary school. Based on the standard instrumentalized development steps presented in Figure 1, researchers have presented the results of the details in Figure 2. Figure 2 shows the results of the research that have been detailed. The results are obtained by observing student learning activities at the elementary level, as well as documenting theoretical sources regarding the theory of children's multiple intelligences. The Munif Chatib's theory, Julia Jasmine's theory, and Muhammad Yaumi's theory. The main source of reference theory was from Gardner's theory and Thomas Armstrong's theory. Five theories obtained were then synthesized this synthesis process being the second stage. Based on the analysis of these theories, a synthesis of theories was formulated, which became the basis in formulating the construct of the variable to be measured. The variable measured in this study was multiple intelligence in children. The main theories regarding children's multiple intelligences consisting of 8 types of intelligence, namely Linguistic intelligence, Logical-Mathematical intelligence, Visual-Spatial intelligence, Kinesthetic intelligence, Musical intelligence, Interpersonal intelligence, Intrapersonal intelligence, and Naturalist intelligence. Theories regarding the eight types of multiple intelligences explained in more specific and detailed terms. This stage enters the third stage in the development of standardized instruments to measure the types of multiple intelligences. Based on the construct, then the dimensions and indicators of the measured variables are developed. Variables obtained from Howard Gardner, Linguistics: information analysis, producing works from oral and written. Mathematical logic: able to solve abstract problems. Visual-spatial: recognize images. Musical: produce sound, remember the sound, interpret sound. Naturalist: plant classification, animal classification, weather determination. Kinesthetic: bodybuilding. Interpersonal: understanding other people. Intrapersonal: understanding yourself.
Variables obtained from Munif Chatib, Linguistics: word expression. Mathematical logic: the ability to count, measure, and complete numerical operations. Spatial visual: imagination exploration. Musical: sensitivity to tone, melody, and rhythm. Naturalist: like the environment. Kinesthetic: direct practice motion activities. Interpersonal: understanding and interaction with others. Intrapersonal: accurate understanding and perception with self.
Variable obtained from Thomas Armstrong, Linguistics: able to appropriately use words. Mathematical logic: effectively using numbers. Visual-spatial: sensitive to visual form. Musical: feel, differentiate, and express musical forms. Naturalist: recognize and classify flora and fauna. Kinesthetic: expression of gestures. Interpersonal: understanding the moods of others. Intrapersonal: self-knowledge.
Variable obtained from Julia Jasmine, Linguistics: excellent listening ability. Mathematical logic: good scientific ability. Visual-spatial: easy to learn through image presentation. Musical: sensitive to sound or sound. Kinesthetic: responds to information through physical exercise. Interpersonal: understand and interact well with others. Intrapersonal: deep awareness of self.
Variables obtained from Muhammad Yaumi, Linguistics: expression through both oral and written words. Mathematical logic: smart with numbers and reasoning. Visualspatial: able to understand images and shapes well. Musical: able to hear, recognize, remember, and even manipulate musical patterns. Naturalist: Enjoy observation and discovery of natural phenomena. Kinesthetic: uses all parts of the body to solve problems or make things. Interpersonal: interaction with other people around him.
In the fourth stage, it was necessary to determine the magnitude or parameter that moves in a continuum from one pole to the opposite pole, such as from low to high, from negative to positive, from authoritarian to democratic, from dependent to independent. Determination of the measurement parameters in research related to children aged 6-12 years. This period is sometimes referred to as middle childhood or latency, a time for new challenges. The cognitive power to think of many factors simultaneously gives the ability of school-age children to evaluate themselves and feel the evaluation of their peers. It can be concluded that self-esteem is a central problem for school-age children (Arvin et al, 2000).

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Based on Piaget's theory, children at elementary school age also enter a concrete operational period, where they learn through concrete things before understanding various abstract things. As a measurement of product development, the instrument developed only contains 2 alternative answers, namely Yes and No, assuming that when students answer Yes it is an appropriate condition, and the answer No constitutes a mismatch of the intended conditions.
In the fifth stage, the preparation of the assessment instrument guidelines. The instrument guidelines in this study refers to the concept of Multiple Intelligences which has been described by 5 figures, namely Howard Gardner, Thomas Armstrong, Munif Chatib, Julia Jasmine, and Muhammad Yaumi. The instrument guidelines developed in this study were as follows, linguistic intelligence consists of, word expression, producing works from oral and written. Logical-mathematical intelligence consists of, the abilities related to counting, measuring, and completing number operations. Spatial-visual intelligence consists of, sensitivity to visual form. Kinesthetic intelligence consists of, expressions of gestures. Musical intelligence consists of, sensitivity to tone, melody, and rhythm. Interpersonal intelligence consists of, understanding and interaction with others. Intrapersonal intelligence consists of self-understanding, understanding, and perception. Naturalist intelligence consists of, pleasure for the environment.
In the sixth step that was making the concept of assessment instruments. The concept of the developed instrument was arranged in the form of tables. I like to chat with others 2 I like to write many thing (e.g. simple story, poem and diary) 3 I like reading a short storypendek 4 I am easy to memorize a name, places, date, and etc.

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I like to reading a book in the free time 6 Books are important for me 7 I like to play crossword puzzle 8 I like Indonesian language subject rather than others subject 9 I like funny poem and poet, and word games 10 I like word, story, and radio 11 I am easy to explain something to others 12 I could manage something rapidly, that was others says to me In the seventh stage, after the instrument concept was considered valid both theoretically or conceptually, the instrument was tested in the limited subject. According to the results of the trial test, various inputs were found for revision. In the eighth to thirteenth stages were a series of stages of validation, testing, revision, then determining the validity of questions. In the validation stage, it involves experts to checked the developed instruments. If weaknesses were found, we used to repaired and evaluated materials. Regarding the trial stage, this was also part of the empirical validation process. In this trial test, the instrument was given to a number of respondents who had the same or equivalent characteristics as the target population characteristics of the assessment instrument. The respondents used were elementary school students.
After conducting trials test, if weakness were found, revisions were made to improve the instruments developed. In instrument development, the instrument reliability coefficient using the range 0-1. That was a quantity that indicates the amount of quality or consistency of the instrument's measurement results. If the reliability coefficient was high, it would have a good impact on the quality of the instrument. The limits of reliability coefficient that are considered feasible depend on the precision desired by the instrument developer. These stages then become the basis for producing standard final product instruments to analyze multiple intelligences in children aged 7-12 years.

CONCLUSION AND RECOMMENDATION
The results obtained in this study were: (1) To identify multiple intelligence of 7-12 years old children, we can used a standardized instrument based on the classification of children's multiple intelligence; (2) To analyze the development of multiple intelligences 7-12 years old children, we can use the major theory of Gardner and Armstrong; (3) The development of standardized instruments used to measure multiple intelligence of 7-12 years old children, we can use 13 steps of Jamaris theory. This development step unravels the theory, determines the basis, then turns it into a standardized instrument that can be used to measure the type of multiple intelligence in 7-12 years old children.
Standardized instruments are used at the beginning of the new school academic year, it is before the process of learning activities begins. For first-grade, we can involve parents' help to fill it. It is because to anticipate children's fluency in reading. Implementation of the use of these standardized instruments can be done several weeks before the new school academic year begins. If the distance is long enough, the teacher can freely use the results of standardized instruments using. In its application, the already standardized instrument is given to students, then recaps which type of intelligence is most prominent.
The use of standardized instruments in mapping the types of children's intelligence can help teachers determine the methods or models of learning that relevant to the child's needs. For example, if in a class a prominent type of Visual-spatial Intelligence emerges, the teacher can maximize learning models that support that type of intelligence.