The relationship between intrapersonal intelligence and biology learning outcomes in schools: A literature review
Abstract
Despite numerous studies showing correlations between various factors and biology learning outcomes, comprehensive synthesis on the specific role of intrapersonal intelligence in biology education remains limited, particularly regarding the psychological mechanisms underlying this relationship. This study aimed to systematically review and synthesize existing research on the relationship between intrapersonal intelligence and students' biology learning outcomes in schools. This systematic review analyzed ten national and international research articles published between 2020 and 2025, obtained from the Google Scholar database. The findings reveal a consistent positive correlation between intrapersonal intelligence and students' biology learning outcomes across various educational levels, with correlation coefficients ranging from r = 0.35 to r = 0.47. Furthermore, the review highlights several psychological and pedagogical mechanisms, including internal motivation, metacognitive regulation, reflective problem solving, and adaptive learning, through which intrapersonal intelligence enhances learning outcomes. These results emphasize the importance of integrating intrapersonal intelligence development into biology instruction to foster students’ autonomy, motivation, and conceptual understanding. The practical implication suggests the need for educators to design reflective and self regulated learning strategies to optimize biology learning performance.
Abstrak. Studi yang ada telah menunjukkan korelasi antara berbagai faktor dengan hasil belajar biologi, namun sintesis komprehensif mengenai peran spesifik kecerdasan intrapersonal dalam pendidikan biologi masih terbatas, terutama terkait mekanisme psikologis yang mendasarinya. Penelitian ini bertujuan untuk meninjau dan mensintesis secara sistematis penelitian yang ada mengenai hubungan antara kecerdasan intrapersonal dan hasil belajar biologi siswa di sekolah. Tinjauan sistematis ini menganalisis sepuluh artikel penelitian nasional dan internasional yang diterbitkan antara tahun 2020 hingga 2025, yang diperoleh dari basis data Google Scholar. Hasil tinjauan mengungkapkan adanya korelasi positif yang konsisten antara kecerdasan intrapersonal dan hasil belajar biologi di berbagai jenjang pendidikan, dengan koefisien korelasi berkisar antara r = 0,35 hingga r = 0,47. Selain itu, tinjauan ini menyoroti beberapa mekanisme psikologis dan pedagogis, termasuk motivasi internal, regulasi metakognitif, pemecahan masalah reflektif, dan pembelajaran adaptif, sebagai jalur peningkatan hasil belajar. Temuan ini menekankan pentingnya mengintegrasikan pengembangan kecerdasan intrapersonal ke dalam pengajaran biologi untuk meningkatkan otonomi, motivasi, dan pemahaman konseptual siswa. Implikasi praktisnya adalah perlunya pendidik merancang strategi pembelajaran reflektif dan teregulasi diri guna mengoptimalkan kinerja belajar biologi.
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DOI: https://doi.org/10.20527/bioco.v3i1.17372
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