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