Pembelajaran Tematik Berbasis Multiple Intelligences dalam Mengembangkan Kreativitas Siswa di SD Plus Al-Kautsar Malang

Abstrak : Teori multiple intelligences (MI) pertama kali diperkenalkan oleh Howard Gardner dengan 9 kecerdasan. Penelitian ini berfokus pada kecerdasan visual-spasial siswa kelas 5 di Sekolah Dasar Plus Al-Kautsar Malang yang bertujuan untuk mendeskripsikan tiga aspek diantaranya: (1) strategi pembelajaran tematik berbasis MI dalam mengembangkan kreativitas (meliputi perencanaan, pelaksanaan, dan evaluasi), (2) bentuk Siswa visual-spasial, (3) implikasi meningkatkan . Metode penelitian menggunakan kualitatif jenis studi kasus teknik pengumpulan data melalui observasi, wawancara, dokumentasi. Analisis mengacu Miles, Huberman and Saldaña antara lain kondensasi data, menyajikan verifikasi penarikan kesimpulan, pengecekan keabsahan metode triangulasi. Hasil temuan siswa, meliputi perencanaan berupa MIR, lesson plan , implementasi antaranya pendahuluan (zona alfa, warmer, scene setting), kegiatan inti yaitu sumber belajar, teaching aids prosedur aktivitas proyek, penutup. Evaluasi sosial-spiritual, kognitif, psikomotorik. menggambar, membuat karya dari balok, menyusun puzzle, kincir angin, gambar batik, poster penyediaan sarana prasarana individu. Abstract The theory of was first introduced by covering nine intelligences. This research focuses on the visual-spatial intelligence among five graders at Primary School Malang, aimed to describe three aspects: MI-based thematic learning strategies in developing student creativity (covering planning, implementation, evaluation), forms students’ creativity, implications such increasing creativity. method qualitative case study using observation, interviews, documentation as collection techniques. analysis techniques covered reducing presenting drawing conclusions, checking validity triangulation based Miles Huberman’s theory. findings demonstrated plans, introductory activities (alpha zone, core resources, aids, activity procedures project, closing activities. evaluation addressed social-spiritual, cognitive, psychomotor aspects. students' realized drawing, making works blocks, composing puzzles, windmills, batik pictures, posters. Then, raised include provision infrastructure individual learning.