Abstract: This research aims at development of the Multiple
Intelligences Measurement of Elementary Students. The structural
accuracy test and normality establishment are based on the Multiple
Intelligences Theory of Gardner. This theory consists of eight aspects
namely linguistics, logic and mathematics, visual-spatial relations,
body and movement, music, human relations, self-realization/selfunderstanding
and nature. The sample used in this research consists
of elementary school students (aged between 5-11 years). The size of
the sample group was determined by Yamane Table. The group has
2,504 students. Multistage Sampling was used. Basic statistical
analysis and construct validity testing were done using confirmatory
factor analysis. The research can be summarized as follows; 1.
Multiple Intelligences Measurement consisting of 120 items is
content-accurate. Internal consistent reliability according to the
method of Kuder-Richardson of the whole Multiple Intelligences
Measurement equals .91. The difficulty of the measurement test is
between .39-.83. Discrimination is between .21-.85. 2). The Multiple
Intelligences Measurement has construct validity in a good range,
that is 8 components and all 120 test items have statistical
significance level at .01. Chi-square value equals 4357.7; p=.00 at the
degree of freedom of 244 and Goodness of Fit Index equals 1.00.
Adjusted Goodness of Fit Index equals .92. Comparative Fit Index
(CFI) equals .68. Root Mean Squared Residual (RMR) equals 0.064
and Root Mean Square Error of Approximation equals 0.82. 3). The
normality of the Multiple Intelligences Measurement is categorized
into 3 levels. Those with high intelligence are those with percentiles
of more than 78. Those with moderate/medium intelligence are those
with percentiles between 24 and 77.9. Those with low intelligence
are those with percentiles from 23.9 downwards.