The Discovery Learning Impact to Student’s Scientific Attitude Based on Intrapersonal and Interpersonal Intelligence

Purpose: This research investigates the Discovery learning impact on students scientific approach based on intrapersonal and interpersonal intelligence. Methodology: Quasi-experimental research design was used in determining treatment to 45 students in the third grade of elementary school. The experimental group (n=22) is Discovery learning class and Control group (n=23) is a conventional class with direct instruction learning. The treatment of the course was chosen randomly. Data collection techniques use observation for scientific attitude during science learning while questionnaires for students' intrapersonal and interpersonal intelligence. The intrapersonal and interpersonal intelligence questionnaires scores are high and low categorized. The data of the research were analyzed using Kruskal Wallis nonparametric test. Findings: The experimental groups' scientific attitude were significantly higher than the control group's. There was significant difference in scientific attitude between high and low category interpersonal intelligence, however no significant difference for intrapersonal intelligence variable. This means that Discovery learning model and interpersonal intelligence affect students' scientific attitudes, where in Discovery was learning and high interpersonal intelligence influence better than others. Interaction test among independent variables on scientific view results that all interactions have significant differences.