ABSTRACT
The presence of multiple intelligences (MI) theory has inspired a number of Muslim schools in Indonesia to change the way they educate their students. This study aims to describe teachers’ roles in making MI work in Muslim schools. The primary objectives of this study were to investigate how Muslim schools implement the theory into practice and, more importantly, how the schools prepare their teachers to successfully apply the theory in serving their students. This study is qualitative, multiple case study research. Data were collected mainly through in-depth interviews with teachers and principals of two Muslim schools that adopted the theory. The study found that teachers’ understanding of the MI theory changes the way they see students and treat them in their classes. Realising the crucial role of teachers to successfully apply the theory, the observed schools helped their teachers to have a deeper understanding of the MI theory and creatively design school activities based on the theory. Trainings and workshops were conducted to help teachers prepare for the implementation of the theory in classrooms.
