Pembelajaran matematika di kelas III SDN Brayublandong masih menggunakan pembelajaran bersifat teacher centered dengan metode konvesional sehingga mengakibatkan siswa pasif dan hasil belajarnya kurang optimal. Siswa kelas III SDN Brayublandong memiliki berbagai karakteristik kecerdasan yang beragam. Oleh karena kecerdasan siswa beragam, dalam proses pembelajaran guru dituntut untuk dapat memfasilitasi setiap kecerdasan yang ada. Penelitian ini bertujuan untuk mendeskripsikan perangkat pembelajaran, mengetahui pengaruh, dan mendeskripsikan efektivitas pembelajaran berbasis multiple intelligences terhadap hasil belajar siswa. Jenis penelitian ini adalah True Experimental Design dengan desain Pretest-Postest control group design. Sampel yang digunakan adalah seluruh siswa kelas III SDN Brayublandong yang dipilih secara acak. Data hasil instrumen tes dianalisis dengan uji statistik. Hasil rata-rata uji gain ternormalisasi sebesar 0,72 dengan kategori tinggi, hasil uji determinasi memiliki pengaruh sebesar 63% dan analisis uji-t menunjukkan bahwa thitung sebesar 6,008 > ttabel sebesar 2,080, artinya terdapat pengaruh antara pembelajaran berbasis Multiple Intelligences terhadap hasil belajar matematika siswa kelas III SDN Brayublandong. Efektivitas pembelajaran berbasis Multiple Intelligences dilihat dari rata-rata hasil belajar siswa sebesar 81,04 > KKM, rata-rata aktivitas guru 3,88 dengan kriteria sangat baik, rata-rata aktivitas siswa = 3,58 dengan kriteria sangat baik, dan rata-rata respon positif siswa = 97,39% dengan kriteria sangat kuat.

Learning Mathematics in the third grade of Brayublandong Elementary School still uses teacher centered learning with convensional method which makes students are passive and their learning outcomes are less optimal. Third grade students of Brayublandong Elementary School have various characteristics of diverse intelligence. Therefore intelligence diverse students, teacher in teaching and learning process, is required to facilitate any existing intelligences. This research aims to describe learning device, determine the effect, and describe the effectiveness of multiple intelligences-based learning to the students outcomes. This kinds of the research is True Experimental Design with Pretest-Posttest control group design. The sample is all students at the third grade of Brayublandong Elementary School which was selected randomly. The data of test is analyzed by statistical test. The average analysis results of normalization gain test is 0,72 with high category, the result of determinasi test has the influence about 63% and the analysis of t-test shows that tcount as 6,008 > ttable as 2,080, it means that there is influence of multiple intelligences-based learning to the student’s learning outcomes in learning mathematics at the third grade of Brayublandong elementary school. The effectiveness of multiple intelligences-based learning in this research can be seen from the average of student learning outcomes as 81,04 > KKM, the average of teacher activity equals 3,88 with very well criteria, the average of student activity equals 3,58 with very well criteria, the average of student positive responses equals 97,39% with very strong criteria.

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