Synergizing Multiple Intelligences with Learning Strategies in Islamic and Western Education Perspectives

Abstract

Learning strategies from both Islamic education and Western perspectives are essential for achieving educational objectives effectively and efficiently. However, these objectives are often unmet as strategies tend to focus more on teaching methods for instructors rather than on learning processes for students. In this context, the theory of multiple intelligences offers an alternative approach to developing more effective learning strategies. This study explores ways to integrate various intelligences within Islamic and Western perspectives in educational strategy. This descriptive qualitative research employs a library research approach. The findings indicate that multiple intelligences can be integrated into learning strategies from both perspectives. This integration process begins with selecting appropriate learning models, which are then analyzed based on student activities and adapted to align with students' intelligence types. In the implementation, student engagement should be prioritized over teacher-centered instruction, the most effective learning modalities should be employed, materials should relate to students' experiences, emotional involvement should be incorporated in delivering content, and student participation should be encouraged to produce meaningful outcomes.