Pengaruh Kecerdasan Logis Matematis, Interpersonal, Visual Spasial, Dan Eksistensial Terhadap Prestasi Belajar Transformasi Geometri

Mulianah .; Ahmad Thalib; Rusdyi Habsyi; Khawaritzmi Abdallah Ahmad

doi:10.63976/jimat.v6i2.1103

Mulianah . Program Studi Pendidikan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Makassar, Indonesia
Ahmad Thalib Program Studi Pendidikan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Makassar, Indonesia
Rusdyi Habsyi Program Studi Pendidikan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Makassar, Indonesia
Khawaritzmi Abdallah Ahmad Program Studi Pendidikan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Makassar, Indonesia

DOI: https://doi.org/10.63976/jimat.v6i2.1103

Keywords: Kecerdasan Logis Matematis, Kecerdasan Interpersonal, Kecerdasan Visual Spasial, Kecerdasan Eksistensial, Trasformasi Geometri

Abstract

Penelitian ini penting karena membantu Anda memahami pengaruh kombinasi kecerdasan terhadap prestasi belajar transformasi geometri. Sehingga penelitian ini menganalisis pengaruh kecerdasan logis-matematis, interpersonal, visual-spasial, dan eksistensial terhadap prestasi belajar transformasi geometri siswa kelas IX SMP IT Putri Wahdah Islamiyah Makassar. Penelitian menggunakan pendekatan kuantitatif dengan desain ex-post facto pada 30 siswa yang dipilih melalui purposive sampling. Instrumen penelitian terdiri atas angket kecerdasan majemuk dan tes prestasi belajar yang mencakup materi translasi, refleksi, rotasi, dan dilatasi. Data dianalisis melalui statistik deskriptif, uji kelayakan instrumen, analisis faktor, dan regresi logistik ordinal. Hasil deskriptif menunjukkan bahwa kecerdasan logis-matematis, interpersonal, dan visual-spasial mayoritas berada pada kategori tinggi, sedangkan kecerdasan eksistensial didominasi kategori sangat tinggi. Prestasi belajar transformasi geometri siswa relatif heterogen, dengan proporsi tertinggi pada kategori tinggi (36,67%) namun masih terdapat 26,67% siswa berada pada kategori sangat rendah. Hasil regresi logistik ordinal memperlihatkan bahwa kecerdasan logis-matematis merupakan satu-satunya variabel yang berpengaruh signifikan terhadap prestasi belajar (p < 0,05). Sebaliknya, kecerdasan interpersonal, visual-spasial, dan eksistensial tidak menunjukkan pengaruh signifikan, meskipun secara teoretis berkaitan dengan pembelajaran geometri. Temuan ini menegaskan bahwa penguasaan transformasi geometri lebih ditentukan oleh kemampuan penalaran matematis dibandingkan dimensi kecerdasan lainnya yang bersifat pendukung. Berdasarkan kesimpulan penelitian, disarankan agar penelitian selanjutnya melibatkan jumlah sampel yang lebih besar, memperluas konteks sekolah, dan menggunakan desain mixed methods untuk menggali mekanisme hubungan antar kecerdasan secara lebih mendalam

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