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logic such as: interested in manipulating the
environment and tend to prefer a trial-and-error
strategy, relatively fast in counting activities, likes
to count, and likes strategy games like games
Javanese chess, tends to easily accept and
understand the explanation of cause and effect.
3. Visual-Spatial Intelligence: Visual-spatial
intelligence is concerned with the ability to
accurately capture color, direction, and space and
to change its capture into other forms such as
decoration, painting, painting, sculpture. A person
with visual-spatial intelligence can imagine
things, giving birth to ideas visually and spatially
(in the form of images or visible forms of the eye)
(Armstrong, 1996). According to Supit (2003: 39)
people with visual-spatial intelligence can
estimate the distance and existence of himself
with an object.
4. Kinesthetic Intelligence: The student with this
intelligence, can think easily through body
movement, for example he can understand the
graph by moving his finger through the graph, he
will do some movement to understand something.
(Munro, 1994)
5. Musical Intelligence: Musical intelligence deals
with the ability to capture sounds, differentiate,
compose, and express themselves through
rhythmic, rhythmic sounds or voices, and tapping
objects to the table at the time of writing or
drawing. They tend to enjoy playing musical
instruments or even playing music with unused
objects.
6. Naturalist Intelligence: Naturalist intelligence
relates to the proficiency in recognizing and
classifying flora and fauna in their environment.
This intelligence also relates to one's love of
natural objects, animals, and plants. Naturalist
intelligence also characterized by sensitivity to
natural forms, such as leaves, clouds, rocks.
7. Interpersonal Intelligence: This intelligence
involves many skills, namely the ability to
empathize with others, the ability to organize a
group of people toward a common goal, the ability
to recognize and read other people's thoughts, the
ability to make friends or establish contacts
(Armstrong 1993: 11, 2002: 21-22). Interpersonal
intelligence is built on the core ability to recognize
differences, especially major differences in mood,
temperament, motivation, and intention (Gardner
1993: 23).
8. Intrapersonal Intelligence: Intrapersonal
intelligence deals with the internal aspects of a
person, such as, the feelings of life, the range of
emotions, the ability to distinguish emotions,
mark them, and use them to understand and guide
their own behavior (Gardner 1993: 24-25).
According to Wardhani (2010: 39), mathematics
problems can be distinguished in two types, namely:
1) Routine problems, it can be solved by following
procedures that may have been studied. Routine
problems are often referred to as the problem of
translators because the description of the situation can
be translated from words into symbols. 2) Non-
routine problems lead to process problems, requiring
more than simply translating problems into
mathematical sentences and the use of known
procedures. Non-routine issues require solving the
problem by creating their own troubleshooting
methods. Based on Aldover (2018), mathematical
problem solving is a performance assessment test that
requires judging a student’s overall performance on a
problem, making it more complex than simply
marking an answer right or wrong.
In every type of the intelligences, students have
their own way to solve the problem. Therefore, Cheng
(2017) said that normal-school mathematics students
should give the answers to mathematical problems
through independent thinking and extensive reading
of literature, improve the process of solution through
team discussion, and turn MPSA internal force into
mathematical literacy through the problem
explaining. According Polya (1973: 222-224) step in
solving the problem are: 1) Understanding the
problem (understanding the problem) 2) Planning a
plan (devising a plan) 3) Carry out the calculation
(carry out a plan) 4) Re-examining the process and
results (looking back at the completed solution).
The important of multiple intelligence in solving
mathematics problems was known from the result of
the research done by Eissa and Mostafa (2013). It was
investigated the effect of using differentiated
instruction by integrating multiple intelligences and
learning styles on solving problems, achievement in
and attitudes towards math in six graders with
learning disabilities in cooperative groups. From this
research, it is known that differentiated instruction by
integrating multiple intelligences and learning styles
on solving problems , achievement in, and attitudes
towards math in the target students was effective.
Another study aims to investigate the relationship
between Gardner’s theory about multiple intelligence
and mathematics learning was done by Niroo, et. al.
(2012). The result of the study was indicated that in
the case of pre-test, there exists a significant
relationship between the mathematical intelligence
and students’ mathematical functioning in general
and in levels of application and reasoning; however,
in the level of knowing there does not exit such
Elementary School Student’s Multiple Intelligence in Mathematical Problem Solving
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