The Application of Multiple Intelligences Learning Strategies in Teaching and Learning and Classroom-Based Assessment (CBA) of Malay Language in Perak
DOI:
https://doi.org/10.37134/ejoss.vol12.sp2.9.2026Keywords:
Multiple Intelligence Learning Strategy, Malay Language (ML), Classroom-Based Assessment (CBA), Teaching and Learning (T&L)Abstract
In the Malaysian context, Multiple Intelligences (MI) is essential for the National Education Philosophy's aspiration especially for holistically and integrally to develop individual potential, nurture human beings who are harmonious and balanced in intellect, spirituality, emotion, and physicality, based on trust and respect. Therefore, meaningful Teaching and Learning (T&L) and lifelong learning are required to apply in this century, especially in the language. Teachers frequently encounter challenges in implementing T&L based on multiple intelligences and conducting holistic assessment of students. Furthermore, students often lack active engagement in the classroom. Hence, the objective of this study is to explore the application of MI learning strategies in Malay Language (ML) T&L, and how this approach is able to support the implementation of Classroom-Based Assessment (CBA). This study applied a qualitative action research design. Data were collected through teacher interviews, observation, and analysis of teacher documents. Reflection was conducted through discussions with teachers to evaluate the strategy implementation and generate adjustments as necessary. The findings indicate that teachers were able to implement T&L in an engaged context according to students' multiple intelligences. Additionally, teachers could implement CBA more systematically. This research suggests that MI learning strategies are effective in enhancing the quality of T&L by accommodating students' diverse learning preferences. The study's implications include improving the T&L practice in the Malay Language and providing professional training for teachers to integrate MI learning strategies into their instruction. In conclusion, this strategy is able to assist the teachers, especially Malay Language teachers, to improve their teaching and learning process due to students’ future in academics and life.
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Copyright (c) 2026 Nurmazura Mohamad Yunus, Najihah Mustaffa, Mohd Norzaini Mohd Zain , Mior Hamdan Ghazali
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