%0 Book Section
%A Mauluah, Luluk
%B PROCEEDING INTERNATIONAL SEMINAR 2nd INTERNATIONAL SEMINAR OF TEACHING EXCELLENCE & INNOVATION "EDUCATION TRANSFORMATION BEYOND EXCELLENCE"
%C Malaysia
%D 2014
%F digilib:30339
%I Faculty of Education, University of Malaya Kuala Lumpur
%K character, multiple intelligences, mathematics learning
%P 58-71
%S Prosiding
%T THE CONTRIBUTION OF MULTIPLE INTELLIGENCE BASED OF  MATHEMATICS LEARNING IN BUILDING THE CHARACTER OF  PGMI (ISLAMIC ELEMENTARY SCHOOL TEACHER  EDUCATION) STUDENTS
%U https://digilib.uin-suka.ac.id/id/eprint/30339/
%X This research is aimed to figure out the contribution level of multiple intelligences based of  Mathematics learning of the student character on the aspect of cooperation, responsibility, and  creativity. The subjects of this research are 30 students of the A class, 4th semester, chapter 2010 of  PGMI (Islamic Elementary School Teacher education). This research uses ex post facto type of  qualitative method. Based on the questionnaire data, the results of this research reveals that the  contribution of multiple intelligences based of mathematics learning on three aspects of a character  is in a very good category; it is 80.4%. female Students give the perceptions on all three aspects in  the very good category. On the other hand, male students give the perception in quite well category,  except on the aspect of responsibility by 7 6% with a very good category. The students of High  School alumni have the highest perception on three character aspects in very good category. Then  followed by vocational high school alumni and the others, they are in very good category except in  the aspects of creativity; it is good enough by 71.35%. Then the lowest perception is given for the  alumni oflslamic high school in the unfavorable category, except in the aspect of cooperation; they  are categorized good enough by 62.5%. In all the analysis, creativity aspect is in the lowest level;  they are 72% for all the analysis, 75,4% for the female students, 64% for the male students, 48,6%  for Islamic high school, 75,2% high school, and 71,35% vocational high school and the others.