摘要：This study aims to determine the effect of instructional models and interpersonal
intelligence on social studies learning outcomes. The study was conducted in the
department of primary education of Halu Oleo University, Kendari, Indonesia.
112 students of primary education at Halu Oleo University in the fourth semester
are the population of this study. This research is quasi-experiment with treatment
by level. Classes were chosen randomly with 38 students in both controlling and
experiment class. As much as 22 students with high and low interpersonal
intelligence from both classes are the sample of this research. While the data of
learning outcome are gained by multiple choice test, interpersonal intelligence data
are taken by questionnaire. The data are then analyzed by ANOVA and Tukey test.
The results show that there are differences in student learning outcomes between
those taught with reciprocal instruction models and direct instruction models.
There is an interaction between instruction models and interpersonal intelligence.
The Tukey test results show that reciprocal instruction models have a better effect
on students who have high interpersonal intelligence. However, the direct
instruction model has a better effect on students who have low interpersonal
intelligence.
关键词：reciprocal instruction; direct instruction; interpersonal intelligence; social
studies; learning outcomes
