Reconstruction of the Concept of Intelligence in Islamic Education: An Analysis of Howard Gardner’s Theory of Multiple Intelligences
DOI:
https://doi.org/10.26555/jiei.v7i1.16865Keywords:
Emotional Intellegence, Intellegence, Islamic Education, Multiple Intellegence, Spiritual IntellegenceAbstract
This study aims to reconstruct the concept of intelligence in Islamic education through an analysis of Howard Gardner’s Multiple Intelligences theory. The research is based on the dominance of the single intelligence (IQ) paradigm in modern educational psychology, which emphasizes cognitive aspects while neglecting emotional, social, moral, and spiritual dimensions. This study employs a library research method using content analysis and conceptual analysis of educational psychology and Islamic education literature. The findings reveal that Multiple Intelligences theory expands the concept of intelligence as a multidimensional construct; however, it remains rooted in secular humanism and does not fully incorporate transcendental dimensions. In Islamic education, intelligence is understood as an integration of intellect (‘aql), heart (qalb), and spirit (ruh), oriented toward tawhid and the formation of insan kamil. Therefore, a conceptual reconstruction is needed to integrate intellectual, emotional, social, moral, and spiritual dimensions within an Islamic educational framework. This study emphasizes the importance of a holistic intelligence paradigm aligned with Islamic values.
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