INTUITIVE AND REFLECTIVE INTILEGENCE

By Group :
Novi Krisdayanti (17029171)
Rita Fajriati (17029180)
Rozy Dwi Putri (17029119)
Syamsul Haj (17029120)
Yossi Jelia (17029052)
 UNDERSTANDING INTELLIGENCE

 According to Sandtrock (2010: 134), intelligence is the skill to solve problems

and the ability to adapt to, and learn from, the experiences of everyday
life. In line with this opinion, Woolfolk (2008) argues that intelligence is the
ability or ability to acquire and use knowledge to solve problems and
adapt to the world.
 Furthermore according to Dewanti ( 1998: 3 ), intelligence / intelligence:
the ability to control activities with characteristics that are difficult,
complex, abstract, economical (appropriate), purposeful, valuable social,
and reveals authenticity, and ability to maintain such activities under
conditions that require them concentration of energy and contrary to
emotional forces .
 INTUITIVE INTELLIGENCE

 Intuitive intelligence is intelligence that is shaped by one's intuition

instinct. Smart thoughts are born from this intelligence , dare to be
different from the thoughts of many people. Sometimes this thought
cannot be explained by human logic in general, but the logic of thinking
will be understood in the future
 Based on Webster Dictionary (Christie, 2008), intuitive intelligence is the
ability of humans to gain direct knowledge or direct insight without
going through observation or reasoning first.
 In many cases this can be entirely successful without any awareness of
the intermediary thought processes; for example when reading aloud,
driving a car, or answering a question "16 x 25" .
 REFLECTIVE INTELLIGENCE

According Dewanti (1998: 4), air-reflective thought is the individual's ability in

selecting knowledge (which revelance with the purpose of the problem) ever
obtained.
The mental processes that accompany reflective thinking are as following:
1. Direction- attention and interest directed at goals.
2. Interpretation - interpretation of the relationships
contained in the objectives to be achieved.
3. Selection - recalling and choosing knowledge that has
already been obtained.
4. Insight - there is an individual understanding of the
relationship between knowledge-knowledge with the
objectives to be achieved.
5. Creation the formation of new mental patterns.
Reflective thinking steps

1. Individuals feel a problem.

2. Individuals localize / limit the difficulty of
understanding problem.
3. Individuals find relationships (formulate
hypotheses).
4. Individuals evaluate hypotheses.
5. Individuals apply ways of solving problems later
conclude it .
Intuitive and Reflective Intelligence Differences

The difference lies in two ways of functioning intelligence: intuitive and

reflective. At an intuitive level , we know the data from the outside
environment through our receivers (for example vision and hearing); These
data are automatically classified and linked to other data, by conceptual
structures. We can also be responsive to the external environment by using our
nerve muscles that work automatically on the skeleton of our body (a
description that includes: talking and writing). This activity is largely controlled
and directed by feedback on further information about progress and results,
as well as through our outside recipients .
How can the idea of numbers be generalized properly through
steps from broken numbers, integers, rational numbers and so on?

We must formulate formal properties of natural numbers s i stem. With

the original number system we interpret the set of natural numbers (
said ), together with the addition and multiplication operations, so
that every two members of the set can be combined (in one way or
another) to get another member in the meeting . With formal traits
the characteristics are not dependent on the example we choose.
Then 12 + 9 = 21 and 12 x 9 = 108 is not a formal trait; but 12 + 9 = 9
+12 and 12 x 9 = 9 x 12, although not stated in general. The five formal
properties of a number system are:
a+b =b+a
axb = bxa
a + (b + c) = (a + b) + c
ax (bxc) = (axb) xc
ax (b + c) = (axb) + (axc) , where a, b and c are natural
numbers
 Even so our number system (natural number) is limited. With the help of system units i ni
can be expanded so as to enable the next object of measurement; t etapi existing
numbers do not include everything we need with a size less than one unit. So that new
numbers are introduced , dealing with broken units . But it's too early to mention numbers
before we generalize the scheme 'number system', we must meet the requirements of
usability and consistency.
 What is meant by consistency is that we must create ways: add and multiply new entities
that have 5 formal characteristics that have been written. The usefulness means that the
results of the manipulation must tell us something we need to know in relation to the
objects indicated by entities. All of these needs are fulfilled by making assimilation of new
number systems for existence and using good schemes.
 The same use for the development of positive and negative integers,
rational numbers (which are usually identified with broken numbers), real
numbers (including irrational like √2, π ). Until here we are associated with its
process not its results, and the activity of reflection on the formal nature of the
scheme which is part of the process of mathematical generalization, which is
the most advanced of the intelligence activity / reflective intelligence.

If intelligence number 2 is reflective is something that is very important

in the level of mathematical thinking, then what is the question at what age
that ability appears. To answer this question we refer to Piaget's opinion which
says that children are able to develop the ability of reflection on content at
age 7 - 11. At that age they are able to concretize ideas in various ways such
as turning a job even in imagination, then back to the beginning of work,
tracing back to the earliest chain. At that age they can know the form of an
argument independently of a job until he is an adult. Likewise they will find that
younger children are not able to make arguments against hypotheses if the
hypothesis is contrary to their experience so far.
-THANK YOU-