Students' Learning Styles Based on Multiple Intelligences Theory in Solid Geometry Learning : A Phenomenological Study Of 8th Grade Junior High School

Abstract

This study aims to identify students' learning styles based on the theory of Multiple Intelligences and to explore how instructional adjustments to these intelligences impact students’ understanding, enthusiasm, and learning outcomes. A qualitative approach using the phenomenological method was employed, with the main participants consisting of nine 8th-grade students from SMP Negeri 4 Cirebon, selected through questionnaires, interviews, observations, and artifact analysis. Each participant represented one of the seven dominant intelligences (excluding naturalistic intelligence). The results of the study indicate that each type of intelligence supports a unique learning style. Instructional models tailored to students’ dominant intelligences yielded positive responses, such as completing tasks creatively, reflectively, collaboratively, or systematically. Multiple Intelligences- based learning proved to offer a more personal and meaningful learning experience. These findings highlight the importance of implementing differentiated approaches in education to accommodate the diverse potentials of students.