Integration of Multiple Intelligences and Islamic Values in Early Childhood Education Through the PJM-BT Model

Illustration by AI

FORMOSA NEWS

Researchers from STKIP Hamzar and Mataram State Islamic University (UIN) formulated a new pedagogical framework combining multiple intelligences theory with Islamic values for early childhood education in August 2026. This research, conducted by M. Arzani from STKIP Hamzar along with Ismail and Abdulloh Fuadi from Mataram State Islamic University, is crucial for preventing student labeling practices in schools while providing a holistic educational direction grounded in monotheism (tauhid).

Previously, Multiple Intelligences theory has been widely used in education because it appreciates the diverse potentials of children. However, its practice is often mistaken by labeling children into a single specific type of intelligence or equating it simply with learning styles, regardless of various existing methodological criticisms. On the other hand, Islamic education views that the whole-child development must be oriented toward monotheism (tauhid), innate nature (fitrah), manners (adab), worship, and responsibility as a caliph.

To address this gap without reducing the meaning of children's growth and development, the researchers employed an integrative literature review method. Through systematic literature searching and comparative-thematic analysis of 57 academic sources, they evaluated the contributions and epistemic limits of multiple intelligences theory.

The synthesis of this research gave birth to the Tawheed-Oriented Plural Path Pedagogy Model (PJM-BT) with several key findings:

• Multiple intelligences theory should not be used as a diagnostic tool or a child identity label.

• The theory is functioned as a heuristic or diverse pedagogical pathway, encompassing language, reasoning, visual representation, movement, rhythm, collaboration, self-reflection, and nature exploration.

• Islamic values such as monotheism (tauhid), innate nature (fitrah), manners (adab), and ecological responsibility act as an axiological orientation.

• This orientation directs learning pathways so that children grow into faithful, civilized, empathetic, responsible individuals who care for the environment.

• The PJM-BT model implements three main safeguarding principles, namely the prohibition of labeling children, the application of purposeful learning variations, and the use of authentic assessments based on observation and portfolios.

The implications of this research provide concrete solutions for the Islamic education sector. M. Arzani and his fellow researchers from STKIP Hamzar and Mataram State Islamic University assert that this integration successfully bridges the practical appeal of multiple intelligences with its empirical criticisms, enabling early childhood education institutions to implement curricula that are inclusive, child-friendly, and deeply rooted in spiritual values.

Author Profiles

• M. Arzani: Researcher and academic from STKIP Hamzar, Indonesia, with expertise in early childhood education and curriculum development.
• Ismail: Academic and researcher from Mataram State Islamic University, Indonesia, specializing in Islamic studies and education.
• Abdulloh Fuadi: Academic and researcher from Mataram State Islamic University, Indonesia, focusing on pedagogy and Islamic education studies.

Research Source

• Article Title: Integration of Multiple Intelligences and Islamic Values in Early Childhood Education: A Review of The Integrative Literature and a Monotheism-Oriented Pedagogical Framework
• Journal Name: International Journal of Education and Life Sciences (IJELS), Vol. 5, No. 8, August 2026
• DOI/URL: https://doi.org/10.59890/ijels.v4i8.77