Implementation of Neuroscience-Based Multiple Intelligences Theory: To Improve the Intelligence of Students in Ma'had

: The development of the flow of Arabic knowledge at the pesantren level (Madrasah Aliyah, Madrasah Diniyah, and Madrasah Ta'wiliyah). Demanding increased Arabic learning to santri . However, this is inversely proportional to the fact that students are declining in developing Arabic mufrodat and linguistics material. This study aims to analyze the Arabic language learning model based on multiple intelligences from a neuroscience perspective. The setting of this research is located in the Himmatul ‘Amilin Islamic Boarding School in Yogyakarta. The subjects of this research consisted of the leaders of Islamic boarding schools, musyrif , and ustadz . Subject selection was carried out using the purposive sampling technique to obtain objective and valid data. The approach in this research is to use a case study-based qualitative method. Researchers in collecting data using observation methods, direct interviews, and documentation. The data analysis technique was followed by Milies and Huberman, namely by displaying data, reducing data, and verifying data. The results of this study explain that learning Arabic based on multiple intelligences increases the intelligence of students in learning Arabic mufradat and linguistics ( mufradat , Arabic morphology, and Arabic syntax). From some of the material taught, namely about everyday mufradat and understanding of shorof in the isim file chapter. In this case, multiple intelligences are combined with neuroscientific theory between the interpersonal and intrapersonal intelligence centers in the right brain and left brain. This research has implications for the improvement and development of students in understanding Arabic material ( quwaidul arabiyah ) in today's Islamic boarding schools.


Introduction
Learning Arabic so far has not fully taught multiple intelligences with a neuroscience approach. 1 This is evidenced by Putri's research which shows that only 10% of students have high intelligence, 90% moderate, and 8% low in learning Arabic. 2 In line with this, it was also proven by preliminary observations on Arabic language learning taught to basic level students of the Himmatul 'Amilin Islamic Boarding School in Yogyakarta which explained that during the Covid-19 pandemic, distance learning students did not respond to the level of intelligence of students. 3 Of the 10 students, only 8 students take part online, and 5 students can participate in active learning. In addition, online learning of Arabic during the Covid-19 pandemic is less responsive to learning for students who have not been able to take part in binnadzor, muhadaroh, and muhotobah. 4 As for online with Google Meet, it makes it easier for consultants to ustadz with private WhatsApp, live streaming Instagram, or other social media. 5 It was seen that only a few students were active in responding to the learning and teaching given by the ustadz. 6 This shows that learning in Islamic boarding schools has not been active in intelligence or material development in students. 7 The theoretical problem has been studied by previous studies, as studied by Abu Bakar Siddiq, the importance of multiple intelligence learning in conveying material to students. 8 So that, learning is effective and easily accepted by students. 9 Theoretically, the problem has been studied by previous studies, the importance of multiple intelligence 1 Suyadi Suyadi, Zalik Nuryana, and  learning in delivering material to students. 10 Therefore, learning is effective and easily accepted by students. The birth of this theory was motivated by Branton C Shearer to give rise to a new paradigm of education and learning, especially related to the concept of intelligence. 11 This is following the problems that occurred in the Himmatul 'Amilin Islamic Boarding School in Yogyakarta, learning Arabic, especially memorizing mufradat and how to read mufradat students, in general, have not mastered.
So far, there has been much research on multiple intelligences and the theory of multiple intelligences. 12 There is concrete evidence from research by Mishar that the theory of multiple intelligences can be juxtaposed with the theory of neuroscience in the human brain. 13 Abdulwahid in his research on the theory of multi-intelligence as the basis for learning Arabic, is a study in literature research. 14 Suggests that it is important to update the way of teaching in the classroom both among students or students with multiple intelligences. 15 Finally, Zainal Arifan research states that the Arabic language learning model is based on the theory of multiple intelligences as a relevant learning base in today's learning. 16 As for several novelties in previous research, this research is still new and focuses on discussing the application of neuroscience-based multiple intelligence learning models in Islamic boarding schools in Yogyakarta. Some researchers focus on the evaluation of learning by using multiple intelligences learning approach. This research mentions that multiple intelligences is an evaluation of Arabic language material related to mufradat in Islamic boarding schools. Meanwhile, there is limited research on literature research (library study) initiated by Gagner, related to multiple intelligences.
The specific purpose of this research is to apply the multiple intelligence learning models in learning Arabic. Learning that focuses and leads to the intelligence of students at the Himmatul 'Amilin Islamic Boarding School in Yogyakarta. Multiple intelligence learning relies on the student's brains in other terms with a neuroscience learning approach. The final goal is that students can interact with other friends and increase their intelligence of students. The method used in this research is a case study-based qualitative method.

Methods
In this study, the respondents were several administrators and leaders of the Himmatul 'Amilin Islamic Boarding School, ustadz, musyrif, and especially students. 17 The subject of this research is about learning Arabic based on multiple intelligence with a neuroscience approach. 18 The reason for choosing the research subjects was to analyze and find out the Arabic language learning that was responded to by students with Direct), Google Scholar, and literature data from the Publish or Perish application. Data related to interviews through direct interviews with research subjects namely musrif, mudir, and students in the boarding school. Subject selection was carried out using a purposive sampling technique. With the reason to get information/data in detail and truth.
The data collection technique in this study was using the direct interview method to the research location, namely with the research subjects. Therefore, the method uses direct observation of the research location, related to the state of events that occur in the research setting. Observations are carried out universally, meaning that not only the learning process during learning is ongoing, but also social conditions, the strategic location of Islamic boarding schools, Islamic boarding schools infrastructure, and management of Islamic boarding schools. Next is data collection using the documentation method, namely matters relating to documentation, for example, the archives of Islamic boarding schools and pictures or photos of Islamic boarding schools.
Research informants consisted of 10 santri, a musyrif, an ustadz, and a mudir (boarding school leader). The research informants were carried out using a purposive sampling technique. It means that the reason for choosing the research subject is to find out credible informants and data sources. 19 While the research steps can be seen in the following research flow chart: The data analysis method in this research uses content analysis, which is analyzing the message content of communication contained in the data. The analysis will also be carried out based on the chronological case of events that emphasize turning points or epiphanies in the participant's lives. The analysis steps begin with verifying the data, looking at the data from case to case so that it can be seen. The first, the basic idea of learning the Arabic language, the second is educational process, and the last multiple intelligence approach from a neuroscience perspective from Himmatul 'Amilin Islamic.

Application of Brain Intelligence-Based Learning
In an interview with mudir of the Himmatul 'Amilin Islamic Boarding School that the multiple intelligences applied had a good impact on the development of learning and understanding Arabic. He evidenced by the results of the report cards each semester or the results of evaluations reviewed by the leadership of the pesantren. A sample of 10 students leads to maximum learning. The previous interview shows that the Himmatul 'Amilin Islamic Boarding School is under the auspices of the ministry of education and the Ministry of Religion. However, in general, they are more inclined to the authority for Arabic education and learning at the Ministry of Religion. 20 Basically the learning in the boarding school is the same as in other lodges. 21 However, the Himmatul 'Amilin Islamic hut combines or gives a new atmosphere to learning Arabic learning that emphasizes the level of brain intelligence. 22 Based on data of table 1, the researchers found that the use of multiple intelligence-based learning combined with neuroscience had a good effect on students.
Seen from the sampling of seven students above, shows that the standard number is above the average student who can take Arabic grammar and vocabulary well. The mix of learning at the cottage is mixed in a week. Between mufradat learning and yellow book learning, or learning that leads to linguistic learning. 23 It refers to Gardner's theory.
At first, the orientation of education and learning was more directed to the development of intellectual intelligence. 24 IQ is the only measure of intelligence. Individual diversity in the aspect of intelligence is not supported. Even though the evidence shows that people who are successful in life do not always depend on the level of their intellectual intelligence. The success of a person's life occurs in many fields. Some are successful in the arts, sports, social, and so on.
Based on the theory that can be developed and initiated by Howard Gardner, eight bits of human intelligence can be developed. 25 These intelligences are known as multiple intelligences, which include linguistic, musical, interpersonal, intrapersonal, and naturalist intelligence. 26 Because the learning in the cottage leads to learning based on neuroscience intelligence, the principles and concepts of multiple intelligences in learning Arabic. 27 Through the correct and tested Arabic language learning references and curriculum. Teaching Arabic provides vocabulary and book lessons for every santri who is born in an empty state attached to the human identity itself. Then, parents and their environment will influence their habits and knowledge. Age is in the learning stage as a period that will take place at higher levels of learning and education. 28 23 Marilyn Booth, "Zaynab Fawwāz's Feminist Locutions," Journal of Arabic Literature 52, Learning at the cottage can also be applied and developed in the academic world in college, especially in Arabic language and literature courses or Arabic language education. 29 So far, the learning developed in Islamic boarding schools is generally conventional based on what is known as the term students are told to read, write, memorize, and muhadatsah in muhadatsah or mufradat allugoh lessons. For those who study the yellow book, students are usually asked to practice first, read together, and then be accompanied by the ustadz. However, this gives researchers a new environment and offer for the managers of Islamic boarding schools. Through learning based on neuroscience intelligence, as the main focus is neuroscience. So far, none of the Islamic boarding schools has touched on neuroscience-based learning, even though this is very important in maximizing brain function, more than that, neuroscience has become a tool in curriculum development. 30 Incorporating subjects on reason (neuroscience) into the curriculum of Islamic educational institutions, especially in Arabic subjects into learning that is in the boarding school is very useful to improve the intelligence of students. With a neuroscience approach, such as multiple intelligences, brain-based learning, quantum learning, and quantum teaching as a contribution to neuroscience for Arabic language education. 31 The brain is the focus of feelings and behavior. It is the brain that receives and experiences events, everything begins and ends in the brain, the way the brain works determines the quality of human life, which includes the level of intelligence, quality with other people, and success in the profession. 32 The brain regulates all bodily functions, controlling most human behavior from eating, drinking, sleeping, warming the body, and so on. 33 The brain is responsible for all life activities. 29  The Himmatul 'Amilin Islamic Boarding School is a boarding school that respects Arabic language learning. As an educational institution that can not be doubted in the development of brain intelligence. 34 To improve the intelligence of students in processing and developing Arabic language materials. The following is one of the descriptions of Neuroscience-Based Multiple Intelligences in Arabic language learning: foster brain stimulation and the emergence of intelligence in thinking. Manage materials with the right brain and left brain. 35

Linguistic-Based Arabic Learning on Multiple Intelligences
Based on the results of an interview from musyrif Islamic boarding school, that linguistics here is included in applied linguistics which focuses on Arabic linguistics.
Arabic linguistics applied in the cottage is more directed to basic linguistics, namely Arabic syntax, and Arabic morphology. The Arabic syntax used for the book material is the Jurumiah book, namely the basic Nahwu book. Those related to isim, fiil, letters in babul i'rob, signs of isim as for the fiil signs and letters. As for the Arabic morphology, the book used is the book Al-Amtsilah Attasriffiyyah.
One example of shorof learning material on how to understand file names in Arabic: The description of tables 2 is one of the shorof materials taught at the Himmatul 'Amilin Islamic Boarding School Yogyakarta. Santri is directed to study and understand the arrangement of the isim file along with the wazan and muzunya in the book Al-Amtsilah At-Tasrifiyyah. This is in line with the theoretical concept of multiple intelligences, the next concept is linguistic intelligence. 36 Linguistic intelligence is the ability to use words effectively, both orally (eg storytellers, operators) and in writing ( language structure, phonology or language sounds, 37 pragmatic dimension, or practical use of language. 38 According to the concepts and principles of the theory of multiple intelligences, there are eight sections. 39 The concept of intelligence in history has undergone many changes in the minds of scientists and education experts. Many have abandoned this concept partially or completely. Instead, they investigate cognitive abilities, problem-solving, and intelligence in a variety of ways. For example, by investigating the functional nervous system that underlies intellectual achievement. One of the concepts related to intelligence is multiple intelligences. 40 Multiple intelligences introduced by Howard Gardner through the book Frame of Mid: Theory of Multiple Intelligences is a revolutionary idea in 1983. 41 Previously, psychologists were interested in general intelligence, namely a person's ability to solve problems and apply logical reasoning in various disciplines. 42 The idea of general intelligence was partially popularized by IQ (intelligence quotient) tests in the early 1900s to assess a child's ability to understand, reason, and make judgments. 43 Researchers analyzed the data on the mufradat material taught in the Luqmaniyah Islamic boarding school in Yogyakarta, analyzed with the theory and concept of multiple intelligences based on neuroscience. Intelligence pluralism is the ability of self-capacity to measure and be used in making decisions, solving problems, and or producing effective learning that is easily accepted by students. Intelligence differs from skill in its depth, range, and complexity.
Each multiple intelligence is a combination of related skills and this describes its complex neural picture. Implementing the application of neuroscientific findings in learning is a complex endeavor that for now may be just the beginning of a long journey towards effective interaction between neuroscientists and practitioners of the Arabic language. 44 From this cognitive classification, according to Bloom, there are six thinking hierarchies, the first is knowledge or knowledge, the second is understanding or comprehension, the third is application or allocation, the fourth is analysis, the fifth is synthesis, and the sixth is evaluation. Which is often known as C1 to C6. 45 The research implication is contributing to Arabic language learning in Himmatul 'Amilin Islamic Boarding School. Facilitate students in developing the learning provided by the ustadz to the students. The multiple intelligences-based learning models not only lead to the intelligence of student's brains but also leads to the ability of the ustadz in modifying learning that aims to be accepted by students. Multiple intelligences as a learning model that is implemented for students both in the Islamic boarding school environment and in the Islamic boarding school. Weaknesses and limitations in this study are researchers have not explored the research in detail because there are limitations in analyzing data and processing data. Researchers have not conveyed multiple intelligences with a perfect neuroscience approach. Therefore, the researcher recommends the next researcher study and discuss multiple intelligences based on neuroscience in the method aspect. Multiple intelligences associated with the output product with the Research and Development method (RnD). Multiple intelligences are based on scientific interdisciplinary science focusing on the brains of both students and students.

Conclusion
Based on the results and discussion, it turns out that learning Arabic at the Himmatul 'Amilin boarding school in Yogyakarta needs to be strengthened with modern learning models. Multiple intelligences-based learning with a neuroscience approach.
Which aims to improve the intelligence center of students in memorizing mufrodat, being able to master reading the book of Jurimiah and Al-Amtsilah Attasrifiyyah (Arabic linguistics). Meanwhile, students learn about file names in the basic book of Al-Amtsilah Attasrifiyyah. As for the reinforcement of the approach in this study, the researcher connects it with a neuroscientific theory which is still relevant to the theory of intelligence in the mastery of mufrodat and linguistics. This is in line with what was conveyed by the leader of the boarding school and the companion of the learning students who emphasized that the students were still at the basic stage in Arabic language material. This research is still categorized as incomplete because researchers have not detailed in analyzing the application of neuroscience intelligence in teaching Arabic.
Therefore, the researcher recommends to academics, practicing educators, and Islamic boarding schools to continue and perfect this research which focuses on learning Arabic.
Overall, this research has implications for classical and modern Arabic learning in the future.