Integration of Multiple Intelligences Theory in Learning Processes Based on Pancasila Values: A Literature Review

Bambang Trisno; Neviyarni S; Afdal

doi:10.30983/biced.v3i1.924

Authors

Bambang Trisno Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
Neviyarni S Universitas Negeri Padang
Afdal Universitas Negeri Padang

DOI:

https://doi.org/10.30983/biced.v3i1.924

Keywords:

multiple intelligences, MI theory, Pancasila

Abstract

This study aims to analyze the concept of intelligence from the perspective of the Multiple Intelligences (MI) theory and its integration with Pancasila values in learning processes. Howard Gardner’s MI theory posits that intelligence is not limited to academic or intellectual abilities (IQ), but comprises nine domains: linguistic, logical–mathematical, spatial, bodily–kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential intelligences. In the Indonesian educational context, the development of these intelligences must align with Pancasila values to ensure that learning emphasizes not only cognitive achievement but also character formation. This study employs a literature review approach by examining scholarly sources related to intelligence, factors influencing its development, MI-based pedagogical strategies, and their relevance to Pancasila values. Findings suggest that intelligence is influenced by a combination of biological factors, social environments, and meaningful learning experiences. The integration of MI theory with Pancasila values promotes inclusive and humanistic learning, aligned with the goals of shaping the Profil Pelajar Pancasila (Pancasila Student Profile). Thus, MI-based learning fosters optimal development across academic, socio-emotional, and moral domains

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