Category: Theory of Multiple Intelligences

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled “learning disabled,” “ADD (attention deficit disorder,” or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom.

The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds.

The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development.

Many educators have had the experience of not being able to reach some students until presenting the information in a completely different way or providing new options for student expression. Perhaps it was a student who struggled with writing until the teacher provided the option to create a graphic story, which blossomed into a beautiful and complex narrative. Or maybe it was a student who just couldn’t seem to grasp fractions, until he created them by separating oranges into slices.

Because of these kinds of experiences, the theory of multiple intelligences resonates with many educators. It supports what we all know to be true: A one-size-fits-all approach to education will invariably leave some students behind. However, the theory is also often misunderstood, which can lead to it being used interchangeably with learning styles or applying it in ways that can limit student potential. While the theory of multiple intelligences is a powerful way to think about learning, it’s also important to understand the research that supports it.

The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central ‘computer’ where intelligence is housed. Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information:

• Verbal-linguistic intelligence refers to an individual’s ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails.
• Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.
• Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.
• Musical intelligence enables individuals to produce and make meaning of different types of sound.
• Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.
• Bodily-kinesthetic intelligence entails using one’s own body to create products or solve problems.
• Interpersonal intelligence reflects an ability to recognize and understand other people’s moods, desires, motivations, and intentions.
• Intrapersonal intelligence refers to people’s ability to recognize and assess those same characteristics within themselves.

One common misconception about multiple intelligences is that it means the same thing as learning styles. Instead, multiple intelligences represents different intellectual abilities. Learning styles, according to Howard Gardner, are the ways in which an individual approaches a range of tasks. They have been categorized in a number of different ways — visual, auditory, and kinesthetic, impulsive and reflective, right brain and left brain, etc. Gardner argues that the idea of learning styles does not contain clear criteria for how one would define a learning style, where the style comes, and how it can be recognized and assessed. He phrases the idea of learning styles as ‘a hypothesis of how an individual approaches a range of materials.’

Everyone has all eight types of the intelligences listed above at varying levels of aptitude — perhaps even more that are still undiscovered — and all learning experiences do not have to relate to a person’s strongest area of intelligence. For example, if someone is skilled at learning new languages, it doesn’t necessarily mean that they prefer to learn through lectures. Someone with high visual-spatial intelligence, such as a skilled painter, may still benefit from using rhymes to remember information. Learning is fluid and complex, and it’s important to avoid labeling students as one type of learner. As Gardner states, ‘When one has a thorough understanding of a topic, one can typically think of it in several ways.’

While additional research is still needed to determine the best measures for assessing and supporting a range of intelligences in schools, the theory has provided opportunities to broaden definitions of intelligence. As an educator, it is useful to think about the different ways that information can be presented. However, it is critical to not classify students as being specific types of learners nor as having an innate or fixed type of intelligence.

This scholarly journal article talks about a study that was done to show the effects of multiple intelligences used in a ninth-grade English as a foreign language classroom. This study took place in public schools in Irbid/Jordan and consisted of four ninth-grade sections. There were two male and two female sections. A reading comprehension test was constructed, and the results showed that there was a significant difference in the student’s reading comprehension because of the teaching strategies, but there was no significant difference in the students reading comprehension because of the student gender. Reading comprehension is important for every student’s learning and is an important skill, especially in a language course. In Jordan, one of the most important objectives of teaching English is to make sure that students read and understand what they are reading. To check for understanding, teachers have students answer comprehension questions after each reading. Students should be able to make evaluations, solve problems, and analyze what was being read. Since all students learn in different ways, teachers must find the right strategies to fit diverse learning styles. “In order to achieve the skills necessary such as student metacognition, comprehension strategies, and higher-order thinking skills to respond to open-ended questions, multiple intelligences strategies need to be incorporated into every classroom language” (Jallad and Abdelrahman, 2008). According to Howard Gardner, multiple intelligences “is the endorsement of three propositions 1) we are not all the same, 2) We do not all have the same kind of mind and 3) Education works most effectively if these differences are taken into account rather than neglected” (Jallad and Abdelrahman, 2008). The study that was conducted is an attempt to fill the gap between theory and practice. For each student to succeed, it is the teacher’s job to provide every student with different bits of intelligence to learn. The research was also done with middle-school Kuwaiti Children. Three fifth-grade classes with about 30 students in each class were part of this study. By using multiple intelligences there was an increase in reading comprehension. This source is vital to my research project because it shows the importance of multiple intelligences and gives evidence that teachers should include different teaching strategies within their classrooms.

Mahmoud, S. S., & Alaraj, M. M. (2019). Integrating Multiple Intelligences in the EFL Syllabus: Content Analysis. Theory and Practice in Language Studies, 9(11), 1410.

Summary

The scholarly journal article shares important information relating to including Multiple Intelligences in EFL classrooms. Gardner introduced the idea of Multiple Intelligences to be considered as the traditional view of teaching and testing. One key idea that was mentioned, was that students are not responding within the classroom because their preferences are not taken into consideration when they are in the classroom. Students become uninterested in the material that is being taught. Educational methods should be more flexible for learners’ needs. A majority of EFL coursebooks are created in a way that only focuses on linguistic and logical interests. Those individuals that create the books do not take into consideration that students learn in different ways, and some learn through pictures, diagrams, etc. If Multiple Intelligences were included within the classroom, all student’s needs would be met. Each different intelligence has an impact on a specific skill in language learning. The study that was conducted focuses on which of intelligence are integrated within the classroom. English language teachers use multiple intelligences, but there are only four intelligence that the book included. It is recommended that more are included, and students’ intelligence profiles are considered. After completion of the study, it has become clear that multiple intelligences provide different activities for students which add interest and motivation, and teachers are able to meet their learning styles. Each person has all different types of intelligence but at varying levels. This intelligence can be enhanced with specific instruction used within the classroom. Teachers need to be informed and aware of which activities correspond to which intelligence type. They also need to expand the techniques and strategies of each intelligence. Using multiple intelligences not only helps teachers meet their students learning styles, but it also provides a variety of activities in the classroom. When teachers include different activities, it adds interest and motivation for students. This source is useful to my research because it shows proof that multiple intelligences should be included within EFL and regular classrooms. Incorporating all multiple intelligence types within the classroom, it allows students opportunities to learn and expand their knowledge.

Northern Illinois University, Faculty Development, and Instructional Design Center. (n.d.). Howard Gardner’s Theory of Multiple Intelligences. Northern Illinois University.

Summary

This website article that was posted on Northern Illinois University goes into detail about each of the nine multiple intelligences. This information will be beneficial to my research project because it gives me information about each intelligence so I can explain each intelligence within my paper to inform my audience on its importance and what each one is. Each one of these intelligence relates to a person’s capabilities and interests. Although this article is not related to EFL classrooms, it is still relevant because of the teaching strategies. Gardner’s Multiple Intelligences include, “1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings, and rhythms of words) 2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns) 3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly) 4. Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully) 5. Musical intelligence (ability to produce and appreciate rhythm, pitch, and timber) 6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations, and desires of others) 7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs, and thinking processes) 8. Naturalist intelligence (ability to recognize and categorize plants, animals, and other objects in nature) 9. Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, What is the meaning of life? Why do we die? How did we get here?” (p. 1). This source also contains a breakdown of each of the different tasks that can be related to the different bits of intelligence which will help me when I am doing my research project and incorporating the different studies I have found. I will begin my research paper by talking about Multiple Intelligences in detail and using this source to cite what I am saying. I will continue by using other information that I found in other articles and relate back to this article when they say which intelligence is being used. Since this article contains so much important information and is the basic foundation for my chosen approach, I need it for my project.

Do you know how self-concept influences academic performance?

Today we have all heard about self-esteem and we have more or less clear what this concept means. However, it should be remembered that it corresponds to the evaluative perception of ourselves, that is, how we value ourselves. Now, do we know what self-concept is? And more importantly, what is the relationship between this and academic performance?

Although self-concept and self-esteem are similar concepts, we should not confuse them. This is the first maxim that we must respect to understand how this psychological component influences a student’s academic performance. In fact, this area of ​​study is essential to improve our education system and the way we teach the smallest of our society.

Thus, we can say that self-concept can be defined as the set of perceptions, ideas, and thoughts that a particular individual possesses of himself. That is, it would be a fundamental part of the ‘I’ or the idea that a person has of who he is.

So what is the difference between self-concept and self-esteem? While the self-concept only describes the image we have of ourselves, without entering to value it; Self-esteem consists precisely in the subjective assessment we make of our personal characteristics.

Another way of understanding self-concept is like the construct based on the relationships that a subject maintains with society and its environment. In this way, the way we see ourselves will greatly influence how we act in the different areas of our lives, including education.

In the opinion of the child and youth psychologist Elisabet Rodríguez Camón, there are two works that have changed the study of academic performance. One refers to the theory of multiple intelligences, by Howard Gardner, and the other is the book Emotional Intelligence, by Daniel Goleman, in which the importance of self-concept is discussed. In this chapter, we will see how these ideas apply to education.

What is academic performance?

A fairly accepted definition of academic performance is understood as the capacity for learning and response presented by the student. However, to study this phenomenon, it is necessary to understand the different factors that affect it.

The elements on which academic performance depends are varied. They highlight among them the skills of the student himself and also his motivation. But there are other factors that we should not put aside. For example, the capacity and quality of the teacher, the educational program in which the student is immersed, the school, his family, and the social environment …

However, one of the factors that most influence a person’s ability to learn (and one of the least studied) is self-concept.

Relationship between self-concept and academic performance

Various research shows that there are strong relationships between self-concept and academic performance. Now, how does this first act on the second? According to the latest experiments, some factors can be highlighted:

1. The assessments made by close and meaningful people to the student greatly influence how he perceives himself in his student role.
2. A student’s self-concept determines academic performance, since, at the qualitative and quantitative level, it will have an impact on the student’s perception of the effort they need to invest to learn something new, the difficulty of tasks they face …
3. Self-concept and academic performance maintain a two-way relationship and influence each other. If either component is modified, the entire system changes until a new equilibrium are reached.

‘Education is not filling a bucket, but lighting a fire.’

-William Butler Yeats-

How to develop a good self-concept in the student

In the light of these discoveries, it seems clear that the development of a good self-concept is vital for the student to obtain optimum academic performance. In fact, it will be vital in various facets of its growth and maturation. Therefore it is important to consider the following:

A feeling of family belonging is basic. The student must observe and find in their nucleus of understanding, interest, affection and consideration, well-being, etc.

It is also important that the child feel unique. He must feel like someone special and unrepeatable, but he must know specifically what differentiates him from others; staying humble at all times and focused on what you have to improve.

The student must believe himself capable of reaching the proposed and established goals. In addition, you will have to know what factors are involved in such achievement, which will lead you to learn for future experiences. To do this, you must master your self-control, which will allow you to react better in the face of adversity.

A safe, stable, and coherent behavior framework must be established in the child’s life. The acquisition of positive models that encourage and encourage those aspects that are most important to your success comes into play here. This will also serve to modify unwanted behaviors.

“Develop a passion for learning. If you do, you will never stop growing.

-Anthony J. D’Angelo-

We hope this chapter has convinced you that promoting good self-concept in children is recommended for their academic performance. In this work, we are all involved, from the student himself to his relatives, educators, and the rest of the individuals in society.

Howard Gardner and his theory of multiple intelligences

For decades it was thought that intelligence was a unitary mental function that described our ability to solve problems, primarily in the logical-mathematical area. However, almost three decades ago Howard Gardner questioned this idea and did so with good arguments. His alternative to the global conception of intelligence was the theory of multiple intelligences.

Thus, Gardner realized that people did not have a global intelligence that could be applied to all spheres of their lives, but that they developed different types of intelligence which he called multiple intelligences. In this way, the latest theories in psychology about the multiplicity of intelligence leave behind the more classical, and probably unfair, conception of intelligence.

As we said until recently, only logical-mathematical and linguistic intelligence were evaluated and enhanced. Unlike this conception, the theory of multiple intelligences understands cognitive competence as a set of mental abilities, talents, and abilities which it calls ‘intelligence. ‘ All people possess these skills, mental abilities, and talents at different levels of development.

The theory of multiple intelligences understands cognitive competence as a set of mental abilities, talents, and abilities that Gardner calls ‘intelligence.’

Definition of intelligence according to Gardner

Academic brilliance is not everything

Gardner defines intelligence as the ‘ability to solve problems or produce products that are valuable in one or more cultures. ‘ Thus, first, it broadens the field of what intelligence is and recognizes what was intuitively known, that some intelligence classes are related to academic performance, but that there are others, no less important, than not. At least not directly and how intelligence has been evaluated in a traditional way.

On the other hand, the academic record is not usually the variable that best predicts how a person will develop in life. There are people who score very high in the classic intelligence tests, but who are unable, for example, to perform a minimum of skill when choosing their social relationships.

Succeeding in business, or in sports, requires being smart, but a different kind of intelligence is used in each field. Not better or worse, but different. In other words, Einstein is neither more nor less intelligent than Michael Jordan, simply his intelligence belongs to different fields. In fact, what is advocated in this theory of multiple intelligences is to adapt the way of teaching to the intelligence of each person, so that this adaptation decreases the cost of learning (times, resources, energy …).

Intelligence is a skill that can be developed

Second, and not least, Gardner defines intelligence as a capacity. Until very recently, intelligence was considered something innate and immovable. He was born intelligent or not, and education could not change that fact. So much so that in times very close to the psychic deficient they were not educated, because it was considered to be a futile effort.

Defining intelligence as a capacity makes it a skill that can be developed. Gardner does not deny the genetic component but maintains that these potentials will be developed in one way or another depending on the environment, the experiences lived, the education received, etc.

Intelligence is a skill that can be developed. All human beings are trained to expand our intelligence.

No elite athlete reaches the top without training, no matter how good their natural qualities are. The same can be said of mathematicians, poets, or emotionally intelligent people. Because of that, according to the model of multiple intelligences proposed by Howard Gardner, all human beings are trained for the broad development of their intelligence, based on their abilities and motivation.

Theory of multiple intelligences: 8 types of intelligence

Logical-mathematical intelligence

It is defined as the ability to understand abstract relationships. We use it to solve logic and math problems. It corresponds to the way of thinking of the logical hemisphere and with what our culture has always considered as the only intelligence (Morchio, 2004: 4).

This intelligence implies the ability to use numbers effectively, analyze problems logically and investigate problems scientifically (Gardner, 1999a). These people enjoy solving mysteries, working with complex numbers and calculations, counting, organizing information in tables, arranging computers, making puzzles of ingenuity and logic, and playing video games.

Also, they can estimate, guess, and remember numbers and statistics with ease (Armstrong, 2003). It is the intelligence of mathematicians, scientists, engineers, and logicians (Gardner, 1999a).

Linguistic intelligence

It is the most recognized intelligence in the teaching-learning of a foreign language because it includes reading, writing, listening, and speaking (Morchio, 2004). This intelligence implies a sensitivity to oral or written language and the ability to use language to achieve success in anything. It includes the ability to use syntax, phonetics, semantics, and pragmatic uses of language (rhetoric, mnemonic, explanation, and metalanguage) (Morchio, 2004: 4).

People who prefer this intelligence give the feeling of being very natural when they explain, teach or persuade because their precision when using language is very high. They prefer to spend time reading, telling stories or jokes, watching movies, writing in a newspaper, creating works, writing poems, learning foreign languages, playing word games, or researching (Armstrong, 2003).

It is the intelligence of lawyers, authors, poets, teachers, comedians, and speakers (Gardner, 1999a).

Musical intelligence

This intelligence includes the ‘ability to perceive musical forms’ (Guzmán & Castro, 2005: 185). It is a facility for the composition, interpretation, transformation, and assessment of all types of music and sounds (Gardner, 1999a).

These people have a “sensitivity to rhythm, cadences, tone and timbre, the sounds of nature and the environment” (Guzmán & Castro, 2005: 185). They are people who spend a lot of time singing, listening to music, playing instruments, attending concerts, creating music, or singing when they study (Armstrong, 2003).

It is the intelligence of music lovers: composers, singers, sound engineers, musicians, music teachers, etc. (Guzmán & Castro, 2005).

Spatial intelligence

Space intelligence encompasses the ability to form and imagine two- and three-dimensional drawings (Armstrong, 2000a). It also encompasses the potential to understand, manipulate and modify the configurations of ample and limited space (Gardner, 1999a).

For people whose most developed intelligence is space, it is easy to remember photos and objects instead of words. They look at the types of cars, bicycles, clothes, and hair (Armstrong, 2003).

These individuals prefer to spend time drawing, scribbling, painting, playing video games, building models, reading maps, and studying optical illusions and labyrinths. It is the intelligence of architects, pilots, navigators, chess players, surgeons, and artists. Also as of painters, graphic artists, and sculptors (Gardner, 1999a).

Body-kinesthetic intelligence

Body-kinesthetic intelligence constitutes the ability to use the body (in total or in parts) to express ideas, learn, solve problems, perform activities or build products (Gardner, 1999; Morchio, 2004).

They are those people who acquire physical skills quickly and easily. They love to move and play sports. His favorite part of the school is a recess or physical education class (Armstrong, 2003). They can dance gracefully, act, and imitate the gestures and expressions of various people (Armstrong, 2003). These people think when they move and can learn better when they are moving (Armstrong, 2003).

This intelligence is what is usually very developed in athletes, dancers, actors, surgeons, artisans, inventors, mechanics, and technical professions (Gardner, 1999).

Interpersonal intelligence

Interpersonal intelligence encompasses the ability to look at things important to other people, remember their interests, their motivations, their perspective, their personal history, their intentions, and often predict the decisions, feelings, and actions of others ( Armstrong, 2003; Gardner, 1993a; 2006).

Individuals who primarily have interpersonal intelligence are those who like to talk, learn in groups or in pairs, and work or do activities with other people (Armstrong, 2003). They spend a lot of time helping people and volunteering for several important causes (Armstrong, 2003). In addition, ‘they are good mediators of social conflicts’ (Guzmán & Castro, 2005: 187).

They are good communicators, using body and verbal language. In addition, they have many friends, sincerely care for others, and understand how to motivate others (Armstrong, 2003). It is the intelligence of teachers, therapeutics, counselors, politicians, vendors, and religious leaders (Gardner, 2006).

Naturalist intelligence

Naturalistic intelligence is determined by a sensitivity to the natural forms and geological characteristics of the earth. It covers the ability to distinguish and classify the details and elements of the urban, suburb, or rural environment (Morchio, 2004).

These people enjoy camping, hiking, caring for pets, and finding out and categorizing the names and details of people, animals, plants, and objects in their environment (Armstrong, 2003). This intelligence is more important for cultures dependent on hunting, fishing, and harvest.

It is the intelligence of natural and social scientists, poets, and artists; they usually recognize the details and use their perceptual skills in their professions, while developing it (Gardner, 1999a).

Existential intelligence

We may have an existential intelligence or intelligence of big issues. However, Gardner (2006) has not claimed that it is true intelligence. It satisfies almost all the criteria except the evidence that there are certain parts of the brain that have to do with the philosophical questions of existence.

The key to this intelligence is the tendency to lead your thinking to the questions and search for more momentous answers. These people deliberate on issues such as: Why does life exist? Why does death exist? Why is there war? What will happen in the future? What is love? (Gardner, 2006).

Within existential intelligence is spiritual. It is not considered intelligence by itself. In fact, very spiritual people who are very concerned with religious matters influenced Gardner to investigate existential intelligence. The truth is that there are some people who have a better ability to meditate. They have more spiritual or psychic experiences (Gardner, 1999a).

Gardner’s theory of multiple intelligences is a revolution. It broadens the spectrum of people whom we can consider intelligent, opening a fascinating path that invites us to consider the possibility that any person has unique potential and can achieve success if he or identifies and develops them. The theory of multiple intelligences provides a generous vision of the human being, which seems more realistic than the selective discrimination of a few that emanates from the unitary and more classical conception of intelligence.

Introduction

The focus of this booklet is to analyze three different forms of psychological measurement, identify the methods through which they are measured, and discuss the usefulness of applying such measurements in the context of staff selection.

Intelligence Quotient (IQ)

An intelligence Quotient or IQ is a number that is used to represent a person’s reasoning ability, as compared to a statistical norm or average for their age. The term IQ was coined by German Psychologist William Stern in 1912.

Measuring IQ

The concept of measuring intelligence was developed by Frenchman Alfred Binet who indicated what intelligence entailed and the ways in which it could be measured. In 1904, he and his colleague T. Simon were employed by the government to measure the intelligence of school children and identify those struggling with their work. The two psychologists engaged the children in a number of tasks in order to provide a foundation of intelligence against which other school children could be compared. They determined that children whose mental age (MA) was two years below that of their chronological age (CA) should receive remedial school lessons.

Terman of Standford University adapted the Binet scale in 1916 to be used as an aid for the classification of the developmentally disabled. This scale later became known as the Standford-Binet scale.

William Stern used these tests to determine an intelligence quotient. The quotient was determined by dividing the mental age by the chronological age and multiplying the result by 100. The results of participants were then measured against those of people of the same age or of a group of people.

Advantages of using IQ in staff selection

Advantages of using measured IQ in the context of staff selection include having a straightforward, objective data set in order to analyze and compare the capabilities of applicants or existing staff members.

The use of IQ in staff selection would save the company much time and money in the application/interview process.

Disadvantages of using IQ in staff selection

Disadvantages of using IQ in the context of staff selection can include the knowledge that an intelligence quotient score does not give a well-rounded representation of an individual’s capabilities, in that while an applicant may be competent in reading and writing, they may not be competent in logical or linguistic aspects of work. For example, an applicant that is excellent at planning and executing the production of the Segway but cannot think logically that its features are not impressive enough for it to revolutionize transportation would be of less use to the company than an applicant who is mediocre in both those skill sets.

Additionally, IQ does not account for past experiences. One applicant may have a higher IQ score, but no experience in the field of work required whereas an applicant with a lower IQ score could have significant experience in the field of work required.

Emotional Intelligence (EQ)

Emotional Intelligence (EQ) is defined as the capacity to be aware of, control, and express one’s emotions and to handle interpersonal relationships judiciously and empathetically. The concept of Emotional Intelligence typically includes 4 elements, self-awareness, self-management, social awareness, and relationship management. The concept of Emotional Intelligence was developed by psychologists Salovey and Mayer in 1990 when there was much controversy related to the effect that the current understanding of general intelligence held. It was argued that people with high intellectual ability are not markedly better at life achievement and thus came the idea that intelligence is deeply interrelated with social interaction. The two psychologists defined the term emotional intelligence as “the ability to monitor one’s own and other’s feelings and to discriminate among them and use this information to guide one’s actions”.

Measuring Emotional Intelligence

Salovey and Mayer indicated that EQ contains four distinctive skills; managing emotions, understanding emotions, using emotions, and perceiving emotions. There is still disagreements among psychologists as to whether EQ is an ability or a positive mix of these four traits.

There are three main methods used to measure emotional intelligence, self-reported (where the individual answers a series of questions and determines themselves), other-reported (where a person is given a series of questions and is asked to evaluate another), and ability tests.

Advantages of using EQ in staff selection

It is undeniable that members of a team are able to work better with one another when they are all of the high or adequate emotional intelligence, and a healthy work environment leads to efficiency, especially in a customer service environment where staff members must be able to smoothly interact with members of the public.

People with higher emotional intelligence are more open and accepting of change, which is a necessary attribute to any work environment, as businesses must grow and adapt in order to stay afloat.

Employees with higher emotional intelligence will be more self-aware, in that they are able to acknowledge their own strengths and weaknesses and actively improve on them.

Employees who have a higher EQ are more likely to stay calm under pressure and react accordingly in a responsible manner.

Disadvantages of using EQ in staff selection

While emotionally intelligent people tend to form bonds with others easily, when presented with a person who doesn’t like them, they will become less productive when in their presence.

Employees with a higher EQ will lack certain professionalism as a result of their interpersonal relationships. This may not be beneficial in a business environment, which must focus on results not relationships.

Multiple Intelligences (MQ)

The theory of Multiple Intelligences (MQ) was developed by psychologist Howard Gardner in 1983. Gardner believed that being intelligent involved more than being able to produce things that are relevant for particular settings. He proposed that instead of one general intelligence, each individual has eight different forms of intelligence that are in a unique combination. These forms include visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, intrapersonal, interpersonal, bodily-kinesthetic, and naturalist. Adverse to previous theories of intelligence (for example the single IQ), MQ is based on the fact that people learn in a variety of different ways.

Measuring Multiple Intelligences

It is extremely difficult to measure multiple intelligences as it is more of a concept involved with learning as opposed to performance. It can, however, be evaluated to identify which particular skill sets an individual performs well in by evaluating different aspects and methods of learning in terms of performance in different areas for schooling. For example, a student who is strong in logical learning will perform well in areas of learning that require problem-solving and identifying patterns. This means that they will most likely perform well in mathematics areas of schooling. Adversely, a student who has high bodily-kinesthetic intelligence will perform well in areas that require motor control and physical movement, namely sporting activities.

Advantages of using MQ in staff selection

By using multiple intelligences to select staff members, interviewers can identify the specific skills that applicants possess and compare those skill sets to the ones required for the job.

Using multiple intelligences indicates methods of teaching that may be useful in the training of new staff.

The use of incorporating MQ into the staff selection process could effectively save much time and money for the company and it narrows down the pool of applicants much more quickly than the traditional job application process.

Disadvantages of using MQ in staff selection

Skill sets that are possessed by a particular individual may not correlate with past experiences, meaning that an applicant may possess the required skills to work in the company and have acquired them from past experience, however, should they not have high intelligence in the areas of learning that is generally associated with the job, they may not be considered properly.

The idea of multiple intelligences is not a very well-developed concept so it can be argued that basing the application process on a theory could be anti-productive and cause issues in terms of staff capability in the future.

Ethics

The concept of ethics behind the use of psychological measurement in the context of staff selection is heavily debated. Some are of the opinion that it increases the efficiency of both the company and the applicant, while others believe that basing important issues such as staff selection on such an undeveloped and sometimes inaccurate idea as IQ can lead to disadvantages of those applicants who received lower IQ scores. It is also noted that an individual’s final measurement may depend entirely on the psychologist performing the test. Additionally, it is argued that the use of psychological measurement in staff selection is an invasion of privacy and dehumanizes applicants by reducing their competency to a single score.

IQ and EQ scores are, in general, heavily debated topics. Many psychologists agree that the methods used to measure general and emotional intelligence are somewhat inaccurate and may not cater to measuring the true intelligence of every person. A highly intelligent individual may receive a lower score on a test such as the single IQ because their particular strengths simply are not assessed. In addition, using IQ in staff selection may not be efficient in every field of employment. Companies whose employees hold more physically demanding jobs may not necessarily benefit from hiring employees with higher IQ scores, since physical assessment is not included in the measuring of an individual’s IQ.

Conclusion

There are three common psychological measurements that are performed and occasionally used in the process of staff selection, that being Intelligence Quotient (IQ), Emotional Intelligence (EQ), and Multiple Intelligences (MQ).

The usefulness of these three concepts in staff selection is debated and can vary on the requirements involved in the field of work that particular companies are involved in. Although the use of psychological measurement can save companies much time and money, it is generally agreed by psychologists that the use of psychological measurement in staff selection is not overly useful. This is because the scores of such measurements exclude certain elements of an applicant’s capabilities, such as past experiences and intelligence not often measured. This can lead to a misdiagnosis of an applicant’s competency in the field that is being applied for.

There are many limitations in the use of psychological measurement in the context of staff selection. Single IQ tests and EQ tests consistently fail to obtain a well-rounded summary of an individual’s intelligence, as different skills such as musical and kinesthetic intelligence are not assessed and so IQ and EQ cannot be said to offer an accurate insight to an individual’s true intelligence. While the concept of multiple intelligences does cover the concept of less commonly measured intelligence, it in itself is very difficult to measure and cannot be given a score, so it is also inefficient in assessing the overall intelligence of a particular applicant.

References

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• GARDNER’S THEORY OF MULTIPLE INTELLIGENCES
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• IMPROVING EMOTIONAL INTELLIGENCE (EQ)
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• MULTIPLE INTELLIGENCES DEFINITION AND MEANING | TOP HAT
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1. Introduction

1.1. Introduction to the development stage (Middle Childhood)

Children grow and develop rapidly in four main areas of development which are motor (physical), communication and language, cognitive, and lastly social and emotional. Social-emotional development includes the child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others (Cohen, et, al., 2005). It focused on how children start to understand who they are, how their feelings, and what to expect when they interact with others. Children who do not experience appropriate social-emotional development will have limitations in their ability to learn and they are less involved in learning environments. Thus, in this study, we will look at the socio-emotional development in middle childhood. Giudice (2014) states that middle childhood, conventionally from about 6 to 11 years old.

1.2. Daniel Goleman: Emotional Intelligence Theory

Daniel Goleman is another scholar who focused on an aspect of socio-emotional development in human beings. He come out with Emotional Intelligence Theory, expanded from previous scholars, John Mayer and Peter Solovey in 1990. Goleman emphasized five components of emotional intelligence which are emotional self-awareness, self-regulation, motivation, empathy, and social skills. Among these components, empathy and social skills are related to socio-emotional development, especially in the middle childhood stage. According to Goleman (1995), the definition of empathy included not only understanding others’ feelings and behaviors but also intelligently using that understanding to forge stronger interpersonal relationships and make better decisions. In the middle childhood stage, the children develop an awareness of their emotional states, attributes and abilities that contribute to empathy. Damon (1988), he described how sharing develops during their first year when the children share, it is usually not for the reason of empathy but for the fun of social play, ritual or out of imitation. Then at about 6 years old, they develop a sense of empathy. The children may care for others or comfort others in distress (Spinrad & Gal, 2018). If the children do not develop a sense of empathy, later on when they grow up they may become selfish by not understanding others’ feelings.

The other component emphasized by Goleman is about social skills. Social skills refer to have a good interaction with others. It requires understanding ourselves and others’ feelings in order to communicate and engage on a daily basis. This social skill connects us with other people. Gresham & Elliot (1984) noted that there are three general types of social skills definition; (i) peer acceptance definition which social skills are behaviors of children and adolescents who are accepted by or are popular with their peers, (ii) behavioral definition state that social skills are situation specific responses which increase the probability of positive reinforcement and decrease the probability of punishment and (iii) social validity indicate that social skills are situation-specific behavior which predicts and/or correlate with important social outcomes. Kumar, Dines & Devi, and Sarita (2016) stated that social skills contribute to success in life and self-efficacy. Emotional intelligence can be thought of as a set of skills that help children to be successful in school, at work and in relationships. By this stage, it shows that the children at the stage in finding friends. If their social skills does not worked out it may affect the children whereby they can be so shy to interact with others. They may feel lonely and depressed by the end of the day.

1. 3 Howard Gardner: Theory of Multiple Intelligence

Basically, the theory of multiple intelligences was developed by Howard Gardner in the late 1970s and early 1980s. He claimed that every person possessed eight bits of intelligence, which are verbal-linguistic intelligence, logical-mathematical intelligence, musical intelligence, spatial intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. Gardner (1993) mentioned that ones have the element of eight intelligence, they are not particularly having only certain elements of intelligence. It is because each intelligence does not work by itself in real situations. Intelligence always interacts with one another. In Gardner’s theory, the most intelligence related to socio-emotional development in the middle childhood stage is interpersonal intelligence, which the ability to understand and engage with others. When they know how to engage with others, they will be easily accepted by any social group.

However, in school, they only focused on through two elements of intelligence, which are verbal-linguistic and logical-mathematical. Nicolson-Nelson (1998) stated that the school system has depended on the IQ test over the years and as a sequence, schools emphasize linguistic and logical-mathematical intelligence. Students who can read, write, speak and do basic mathematical skills are considered more successful in school. This situation can be related to socio-emotional development, especially in the middle childhood stage, whereby if they more academic successfully, the more satisfied they will be. The study shows that children who have higher life satisfaction earned higher final grades in the exam (Quinn & Duckworth, 2007).

2. Self-emotional learning scale (SELS)

In this study, the name of the scale which are chosen to measure socio-emotional in early childhood is Social-Emotional Learning Scale (SELS). SELS was developed in 2009 by Chris L. S. Coryn, Jessica K. Spybrook, Stephanie D. H. Evergreen, and Meg Blinkiewicz. SELS was designed to assess the social-emotional learning needs of elementary-aged students. The purpose of the development of SELS was to establish and to appraise an instrument planned to measure the social-emotional status and learning needs of elementary-aged students.

The SELS is a self-report instrument in which it is composed of 20 items. These 20 items are ranged by Likert scale from strongly disagree to strongly agree. The SELS was constructed to measure three aspects of social-emotional learning which are Task Articulation, Peer Relationship, and Self-Regulation. There are six subscales of Task Articulation, meanwhile, there are seven subscales each for Peer Relationship and Self-Regulation. The Task Articulation subscale are complementary of responsible decision making, meanwhile, the Peer Relationship subscale are pertinent of social awareness and relationship skills. Lastly, the Self-Regulation subscale are related to self-awareness and self-management. The sample stem of items that are being used in this scale were: TA which is task articulation with 6 stems,one of the sample stem is “Understand situations that cause me to feel happy, sad, angry, or frustrated”. The second item is SR which stands for a social relationship which contained 7 stems in which one of them is “Figure out different solutions to personal problems”. The last item that are being used in this scale is PR which is peer relationship with 7 stems. For example one of the sample stems for PR is “Can help solve problems among my friends in a positive way.”

The sample used to assess the scale consists of 633 grade four to six elementary students from 11 public schools in the Midwestern United States city. Fifty percent of the sample was male and another fifty percent was female. There are 33% of fourth-grade students, 33% of fifth-grade students, and 34% of sixth-grade students. The samples also consist of 38% of White/Caucasian, 31% of African-American, 11% of Hispanic/Latino, 6% of American Indian, and 14% of Other.

The scoring of the scale is by the addition of all 20 items. Higher scores of the SELS mean a higher level of socio-emotional of the children. Meanwhile, lower scores of the SELS mean a lower level of socio-emotional of the children. The Cronbach’s alpha was also conducted to test the reliability. Basically, all those items are reliable. Firstly, for the six-item of Task Articulation, α= .79 which indicates the questionnaire is acceptable. Next, the seven items for Peer Relationship, α = .86, and the seven items of Self-regulation, α = .87 which both show the reliability is at a good level.

3. Conclusion

The scale tends to measure the social-emotional of student in primary school based on validity since this scale was psychological-based observation and require demonstrating beyond the internal consistency in which need to be supported by further instruments. According to Messick (1989) and Bryne (1996) as cited in Coryn et al, (2009) that evidence to support construct validity can be based on the relationship between the latent unobservable construct and its measured indicators under the theoretical model that the researcher hypothesized. Thus, by building a reasonable hypothesis based on the psychological basis and supported by empirical evidence will help the further validity of this scale.

The strength of the scale based on the three subscales measured which is the strongest one will be the PR or peer relationships that supported by the clear items regarding on how well one can work along with their peers. This based on the items “Can identify differences among cultural groups,” and “Know different ways to make and keep friends” (Coryn, 2009). The items for SR or social relation also have the strongest validity in which the items being used have a relation with how an individual manage themselves in coping with the social. The relevance of the theory that being used at the beginning of this paper with the scale that been chosen can be seen in which the emotional intelligence theory developed by Daniel Goleman that emphasis on empathy and social skills that can be closely related to the items being measured in the scale which are SR or self-regulation and PR or peer relations. Furthermore, the second theory by Howard Gardner called theory of multiple intelligence that if an individual have the elements of intelligence they will be attained self-satisfaction that will fulfill their self-regulation and task articulation. Thus, they already develop their psychological aspects of social-emotional. The scale also has several limitations since it only used 20 items which seems quite limited in order to measure the variables accurately. Hence, in this study the researcher only used single sample sampling in which the sample only include midsized of primary school in Midwestern U.S. city. Thus, the things that need to be taken into account in order to study this scale further by adding more items in different subscale that relate to the evaluation of the social-emotional or emotional intelligent. The multiple sample also needs to be used in order to have cross-cultural accuracy and validity.

4. References

1. Cohen, J., Onunaku, N., Clothier, S., & Poppe, J. (2005, September). Helping young children succeed: Strategies to promote early childhood social and emotional development. In Research and Policy Report). Washington, DC: National Conference of State Legislatures.
2. Coryn, C. L. S., Spybrook, J. K., Evergreen, S. D. H., & Blinkiewicz, M. (n.d.). Development and Evaluation of the Social-Emotional Learning Scale. Journal of Psychoeducational Assessment, 27, 283–295. Retrieved from http://online.sagepub.com
3. Crede, J., Wirthwein, L., McElvany, N., & Steinmayr, R. (2015). Adolescents’ academic achievement and life satisfaction: the role of parents’ education. Frontiers in psychology, 6, 52
4. Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (10th anniversary ed.). New York, NY: Basic Books. Retrieved from file:///C:/Users/Asus/Downloads/2011_MIChapter24CambridgeHandbookofIntelligence.pdf
5. Growth Stages 2: Middle Childhood and Early Adolescence. (n.d.). Retrieved from http://sciencenetlinks.com/lessons/growth-stages-2-middle-childhood-and-early-adolescence/.
6. Kumar, Dinesh & Devi, Sarita. (2016). EMOTIONAL INTELLIGENCE AND SOCIAL SKILLS IN RELATION TO OCCUPATIONAL SELF-EFFICACY OF SECONDARY SCHOOL TEACHERS. International journal on information Movement. 1. 85-103.
7. Learning, L. (n.d.). Lifespan Development. Retrieved from https://courses.lumenlearning.com/wmopen-lifespandevelopment/chapter/emotional-and-social-development-in-middle-childhood/.
8. National Research Council (US) Panel to Review the Status of Basic Research on School-Age Children. (1984, January 1). Self-Understanding And Self-Regulation In Middle Childhood. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK216782/
9. Nicholson-Nelson, K. (1998). Developing students’ multiple intelligences.
10. Quinn, P. D., & Duckworth, A. L. (2007, May). Happiness and academic achievement: Evidence for reciprocal causality. In The Annual Meeting of the American Psychological Society (Vol. 24, No. 27.5, p. 2007).
11. Social-Emotional Development Domain. (n.d.). Retrieved from https://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp.
12. Tsuda, N. (n.d.). The Theory of Multiple Intelligences and Its Application in EFL Classrooms. Retrieved from https://www.konan-u.ac.jp/kilc/pdf/teacher/teacher2/3.pdf

Abstract

This study aims to build the Guidance of technopreneurship, especially Information Technology (IT) technopreneurship using an expert system approach based on entrepreneurial values and multiple intelligences. The research consists of several steps: system analysis and design, system development, and test and implementation system. The result is the guidance of technopreneurship using an expert system. The expert system consists of expertise domain, knowledge representation, rules, and input and output data. Data input consists of indicators of entrepreneurial values and multiple intelligences. The data output consists of conformity with 8 IT technopreneur ships ie Software Application Developer, Data Analyst, System Analyst, Software Engineering, Computer Network Engineer, Graphics Designer & Animator, Multimedia System Developer, and Embedded & Computer System Engineer. he test results with internal testing and external testing show the system works well.

Keyword: Guidance; Technopreneurships; Information Technology Expert System; Entrepreneurial Values; Multiple Intelligences

1. Introduction

Information technology (IT) technopreneurship is growing rapidly in accordance with the progress of information and communication technology. Technopreneurshipis the key to economic development in a country (Pawitan et al., 2017). The students are the youth generation who will become future leaders and assets of the nation’s resources. The Students need to be directed and mentored for the future, business and technopreneurships be an alternative for them. The student’s potential to become a businessman and technopreneur is influenced by various factors (Dutshe et al., 2013; Kamarudin et al., 2013; Rosly et al., 2015). Various institutions such as government, campus, and other institutions make efforts to increase the interest of students or young generation to entrepreneurship, business, and technopreneurships (Dutshe et al, 2013; Son et al., 2016; Mirzanti et al., 2017).

Career selection is not an easy thing for students (Haji et al. 2014).The students in determining careers in the future need guidance and consultation.IT Technopreneurs become one of the student career alternatives. Career guidance for students should be done according to student characteristics (Bilon, 2013; Purnomo et al., 2016). The system for guidance and student career consultation are implemented with various models and methods. there are guidance system methods with manual or computation. The career guidance based on computing can use the expert system, data mining, soft computing, and others. Computing with expert systems can be used for career guidance (Haji et al. 2014; Waghmode & Jansandekar, 2015).

In this research, we build an IT technopreneurships Guidance system using Computation with an expert system approach based on Students’ Personal Characteristics.In this research, IT technopreneurships is divided into 8 types namely Software application developer, Data analyst, System analyst, Software Engineer, Computer network engineer, Graphics Designer & animator, multimedia System developer, and Embedded System & Computer System Engineer (Singgih et al., 2016). Students’ personal characteristics that will be used are entrepreneurial values character and multiple intelligences.

2. Literature review

2.1 Entrepreneurship and Technopreneurship

The technopreneurs are part of entrepreneurship. Technopreneurship is a type of entrepreneurship that combine with technological ability. development of entrepreneurship interest, including technopreneurship in the young generation by improving entrepreneurial spirit. There are 2 kind of entrepreneurial spirit namely entrepreneurial attitude dan entrepreneurial activities (Pawitan et al., 2017). The spirit and character of Technopreneur are formed 3 main component that is intrapersonal, interpersonal and extrapersonal.The intrapersonal and interpersonal are components of the soft skill factor, while extrapersonal is the ability to be able to utilize both soft skill components widely (Depdinas, 2008).

The entrepreneurial theory and practice should be developed with the concept of social enterprises and address social problems by applying holistic scientific principles and thinking system (Trivedi & Misra, 2015).the development of entrepreneurship and technopreneursip need to be done by various institutions with various policy (Dutshe et al, 2013; Kamarudin et al., 2013; Rosly et al., 2015; Abdad & Wahab, 2016).

Information technology (IT) technopreneurship is technopreneurship that uses IT skill and ability. There are many types of IT technopreneurship among them are Software application developer, Data analyst, System analyst, Software Engineer, Computer network engineer, Graphics Designer & animator, multimedia System developer, Embedded System & Computer System Enginee and others (Singgih et al., 2016).

2.2 Career Guidance

Career Counseling and Guidance should be done with a multidisciplinary framework, such as psychology, sociology, education science, human resource management, andragogy and consellogy. The career conselling relates with scholar identifying with various factors and characteristics. Framework of career conselling are Contuctivism Framework, Dialogical Self Theory, The Chaos Theory, Sociological theory, and Coselogy framework (Bilon, 2013). Personal traits and emotional intelligence affect Entrepreneurial Intention. The most influential factor in both is the need of achievement (dehkordi et al., 2012).

2.3 Expert system

Intelligent computing is a computer programming paradigm that tries to approach human intelligence.The most popular intelligent computing today is the expert system. Expert system is software application for decision-making or problem-solving that can achieve a level of performance that approaches human experts. The expert system compiled by the development environment and consultation environment. part of the development environment relates to the expert domain while the consultation environment is related to the users (Turban, 1992).

The expert system is widely used in all aspects of life. The Expert system is used for career selection in secondary to higher education (Waghmode & Jansandekar, 2015).The expert system application with multi-expert system method based on multi-agent paradigm and semantic webfor educational and career guidance (Haji et al. 2014).Expert system with a learning engine system that functions to form a new dynamic rule used in Power Plant with Distributed Control system (DCS) (Kaimal et al., 2014). Expert system is used as a Mathematics learning system for students with concept efect relationship (CER) which can facilitate learning (Salekhova et al., 2013).expert ystem is used for more effective expert advice with incomplete data or inputs (particular field). Expert system consulting can save time, cost, easy to use, easy access and can consult with expertise from many experts (Saif et al., 2014). Web-based expert system as a tool for the process of decision-making is used to identify for the selection of trust trading partners (Aziz, 2015).

3. Research methods

This research is a modified research and development type. Research and development is a process or steps to develop a new product or to improve an existing product that can be accounted. In this research developed system application for Guidance IT technopreneurship with expert system computing approach based on Entrepreneurial Values and Multiple Intelligences. With the research flow as follows:

Figure 1: Flow Diagram of the Research

3.1 System Analysis and Design

At this step carried out system requirement analysis and design. The requirement analysis related to the data input of characteristics personal students. In the research characteristic personal students using parameters Entrepreneurial Values and Multiple Intelligences. As for the output contains 8 IT Technopreneurship that is Software Application Developer, Data Analyst, System Analyst, Software Engineering, Computer Network Engineer, Graphics Designer & Animator, Multimedia System Developer and Embedded & Computer System Engineer.

The Inventory data input using a questionnaire consisting 17 indicators with 5 scale answers. Inventory data inputs Entrepreneurial Values consist of independence, Creative, Dare to Take Risks, Action Oriented, Leadership, Hard Work, Disappointing, Commitment, Realistic, Sense of Know, Communicative, and Motivation for Success. Multiple Intelligences inventory using Gardner’s Multiple Intelligences Scale consisting of 40 indicators with 5 answer scales. Multiple Intelligences consist of Visual-Spatial, Logical Mathematics, Bodily Kinesthetics, Naturalist, Musical, Linguistic, Interpersonal and Intrapersonal.

Table 1:List of Inventory Data Input

No

• Inventory Data Input
• Indicators

1. Entrepreneurial Values

• Independent (1 indicator), Creative (1 indicator), Dare to Take Risks (1 indicator), Action Oriented (1 indicator), Kepemimpinan (1 indicator), Hard Work (1 indicator), Disappointing (Ulet) (1 indicator), Commitment (1 indicator), Realistic (1 indicator), Sense of Know (1 indicator), Communicative (1 indicator), Motivation for Success (1 indicator)

1. Multiple Intelligences

• Visual Spatial (5 indicators), Logical Mathematics (5 indicators), Bodily Kinesthetics (5 indicators), Naturalist (5 indicators), Musical (5 indicators), Linguistic (5 indicators), Interpersonal (5 indicators) and intrapersonal (5 indicators).

3.2 System Development

System development method using system development life cycle (SDLC) approach. The Guidance system for Technopreneurship by using expert system computing approach based on Entrepreneurial Values and Multiple Intelligences. This system consists of expert domain, knowledge representation, rules and user interface.Expertise domains in this system are IT businessman, IT technopreneur, IT academic and business/management. The mettods how to get data from the expertise domain are by interview, questionnaire and observation. The result of the expert domain is used to make the knowledge representation by using the frame. Sample frames for Software Application Development as in table 2.

Table2: Frame of Software Application Development

• SLOT
• fillers
• Entrepreneurial Values

Independent (similar), Creative (similar), Dare to Take Risks (similar), Action-Oriented (similar), Kepemimpinan (similar), Hard Work (similar), Disappointing (similar), Commitment (similar), Realistic (similar), Sense of Know (similar), Communicative (similar), Motivation for Success (similar).

Multiple Intelligences

Linguistic Intelligence medium, Logical-Mathematical Intelligence medium or high, Visual-Spatial Intelligence medium, Interpersonal Intelligence mediumand Naturalist Intelligent medium.

The rules of the guidance system is based on the frame that is formed. There are 8 rules that match the 8 Information Technology (IT) Technopreneurship that is Software Application Developer, Data Analyst, System Analyst, Software Engineering, Computer Network Engineer, Graphics Designer & Animator, Multimedia System Developer and Embedded & Computer System Engineer. The rules are shown at table 3:

Tabel 3:Rules of System

• Rule 1

IF Entrepreneurial Values are similar and Linguistic Intelligent is medium AND Logical-Mathematics Intelligence is medium or high AND Visual-Spatial Intelligence medium AND Interpesonal Intelligence medium AND Naturalist Intelligence medium THEN Software Application Developer

• Rule 2

IF Entrepreneurial Values are similarANDLinguistics Intelligece medium AND Logical-Mathematics Intelligence medium or high AND Interpersonal Intelligence medium THEN Data Analyst

• Rule 3

IF Entrepreneurial Values are similar ANDLinguistics Intelligece medium or high AND Logical-Mathematics Intelligence medium or high AND Visual-Spatial Intelligence medium AND Musical Intelligence medium AND Interpersonal Intelligence medium AND Naturalist Intelligence medium THEN System Analyst

• Rule 4

IF Entrepreneurial Values are similar ANDLinguistics Intelligece medium or high AND Logical-Mathematics Intelligence medium or high AND Visual-Spatial Intelligence medium AND Musical Intelligence medium AND Interpersonal Intelligence medium AND Naturalist Intelligence medium THEN Software Engineer

• Rule 5

IF Entrepreneurial Values are similar ANDLinguistics Intelligece medium or high AND Logical-Mathematics Intelligence medium or high AND Visual-Spatial Intelligence medium AND Body-Kinesthetics Intelligence medium AND Interpersonal Intelligence medium AND Naturalist Intelligence medium THEN Computer Network Engineer

• Rule 6

IF Entrepreneurial Values are similar ANDLinguistics Intelligece medium or high AND Visual-Spatial Intelligence medium or high AND Body-Kinesthetics Intelligence medium AND Musical Intelligence medium AND Interpersonal Intelligence medium AND Naturalist Intelligence medium THEN Graphics Desaigner & Animator

• Rule 7

IF Entrepreneurial Values are similar ANDLinguistics Intelligece medium AND Visual-Spatial Intelligence medium or high AND Body-Kinesthetics Intelligence medium AND Musical Intelligence medium AND Interpersonal Intelligence medium AND Naturalist Intelligence medium THEN Multimedia System Developer

• Rule 8

IF Entrepreneurial Values are similar AND Linguistics Intelligence medium AND Logical-Mathematical Intelligence medium or high AND Visual-Spatial Intelligence medium AND Body-Kinesthetics Intelligence medium AND Musical Intelligence medium AND Interpersonal Intelligence medium AND Naturalist Intelligence medium THEN Embedded & Computer System Engineer

3.3 Test and Implementation

Test of the research consist of internal test and external test. Internal test consists of white box test and white box test. External test consists of an expertise judgment test and user acceptance test. The implementation step of the system is implemented to test sistem whether it is running well. Implementation of the use of a guidance system to a group of IT Students.

4. Result and discussion

This research builds the guidance system technopreneurship using expert system approach based on entrepreneurial values and multiple intelligences. Arsitektu system built as in figure 2 below:

Figure 2: Architeture of Guidance System

User give input data of Entrepreneurial Values and Multiple Intelligences through an interface. The input data are used as indicators of Entrepreneurial values and multiple intelligences parameters and are stored in the database. Entrepreneurial values database and multiple intelligences user will be used for the guidance process. Expert domains provide the knowledge that is replicated by the knowledge representation which is then created rules and stored in the database rules. The Guidance of technopreneurship process involves rules and Entrepreneurial Values and Multiple Intelligences indicators. This process generates the output stored in the database of result. User can see result of guidance through interface.Te Guidance System uses expert system computing wih interface shown in figure 3 bellow :

Figure 3: Examples of Interface Guidance System

Internal testing is done with Black Box test and White Box test. Black box testing is done to ensure that an input or enter will run the appropriate process and produce output according to the system design. White Box testing is a test case design method that uses a procedural control control structure to obtain a test case. Flowchart on white box testing on this system the value of CC (Cyclomatic Complexity) obtained value less than 3 which means the program is not complicated.

The of external testing consist of user acceptance test and expert judgment test. The result of user acceptance test which consist of usage, navigation and display is 89%. The test results with expertise judgment test consist of computational aspect and technopreneurship guidance aspect. The computing aspect get score 84.5% and technopreneurship guidance aspect get score 90%. The results of external testing show that the system will be running well for use.

5. Conclusion

The students and the younger generation should be encouraged to entrepreneurship, including being technopreneurs. information technology is growing rapidly. it is opening the opportunity to become a technopreneur in the field of information technology. The Students or the younger generation in determining their potential to become technopreneurship need guidance and consultation. In this research built the guidance system of technopreneurship by using expert system computing approach based on Entrepreneurial Values and Multiple Intelligence.There are 8 IT technopreneurship in the systemSoftware Application Developer, Data Analyst, System Analyst, Software Engineering, Computer Network Engineer, Graphics Designer & Animator, Multimedia System Developer and Embedded & Computer System Engineer.

The research built the Technopreneurship Guidance System with expert system approach. The expert system consists of expertise domains derived from IT businessman, IT technopreneur, IT and business/management academics. Result from expertise domain is used to create knowledge representation. Knowledge representation is used to create rules. In this system made 8 rules in accordance with the number of IT technopreneurship available. Input data comes from the score indicator entrepreneurial values and multiple intelligences. Indicators for Entrepreneurial Values consist of Independent, Creative, Dare to Take Risks, Action Oriented, Leadership, Hard Work, Disappointing), Commitment, Realistic, Sense of Know, Communicative, Motivation for Success. Indicators for Multiple Intelligences are Visual Spatial (Logical Mathematics, Bodily Kinesthetics, Naturalist, Musical, Linguistic, Interpersonal and Intrapersonal. Input data processed by rules with expert system approach will produce the appropriate IT Technopreneurship output.

The results of internal and external testing show that this system can be used as a Guidance System for technopreneurship, especially IT technopreneurship for students based on entrepreneurial values and multiple intelligences.

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