Integrating Multiple Intelligences into Project-Based Learning: Its Potential to Enhance Students’ Mathematical Literacy and Curiosity

Rizki Amelia, Djamilah Bondan Widjajanti

Abstract


Mathematical literacy and curiosity have become essential competencies for the increasingly complex and dynamic demands of the 21st century. These competencies can be developed through mathematics learning by selecting an appropriate learning approach. One of the approaches currently recommended is the Project-Based Learning (PjBL) approach. However, effective learning should also consider students’ diverse intelligence tendencies, known as Multiple Intelligences (MI). This article employs a Systematic Literature Review (SLR) method. In this review, the researcher systematically collected journal articles from the Scopus, ProQuest, ERIC, and Google Scholar databases. The reviewed articles were limited to publications from 2016 to 2025. From the search results, twenty articles most relevant to the research keywords were carefully selected. These articles were identified and analyzed to examine the potential of mathematics learning through Multiple Intelligences-based Project-Based Learning in enhancing students’ mathematical literacy and curiosity. Based on a synthesis of theoretical perspectives and supported by relevant empirical findings, it can be concluded that Multiple Intelligences-based Project-Based Learning has strong potential to improve students’ mathematical literacy and foster their curiosity.

Keywords


Project-Based Learning; Multiple Intelligences; Mathematical Literacy; Curiosity

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References


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DOI: http://dx.doi.org/10.18415/ijmmu.v12i12.7181

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