<![CDATA[Background: The pedagogical approach to Fiqh (Islamic Jurisprudence) in Indonesian madrasahs has historically been dominated by traditional, teacher-centered methods that disproportionately favor linguistic and logical-mathematical intelligences. This paradigm often marginalizes students with diverse cognitive profiles, stifling their creative potential and rendering religious education a mere exercise in rote memorization rather than contextual problem-solving. In the era of the 21st-century educational paradigm, specifically within the framework of Indonesia's Kurikulum Merdeka, accommodating individual learning differences is imperative to foster a holistic, inclusive, and progressive educational ecosystem. Objectives: This study aims to exhaustively explore and analyze how the implementation of differentiated Fiqh learning, grounded in Howard Gardner’s Multiple Intelligences theory, serves as a catalyst to enhance student creativity at Madrasah Aliyah Negeri (MAN) 2 Kota Parepare. Methods: Employing a qualitative descriptive case study design, this research gathered rich empirical data through in-depth participant observation, semi-structured interviews with educators and learners, and rigorous document analysis. The data were systematically analyzed using interactive data reduction, display, and conclusion verification methodologies. Results: The findings demonstrate that differentiating Fiqh instruction across three pivotal axes (content, process, and product) aligned with students' multiple intelligences substantially cultivates the four fundamental pillars of creativity: fluency, flexibility, elaboration, and originality. Tailored instructional stations, authentic and peer assessments, and the strategic integration of local wisdom projects, exemplified by the P5RA "MeWarisi" program, provide dynamic platforms for students to actualize their unique potentials. Furthermore, the integration of digital tools such as Chromebooks effectively bridges spatial and visual intelligences with classical Islamic texts. Conclusion: Differentiated instruction based on multiple intelligences transcends traditional pedagogical boundaries. It offers an effective alternative to transform Fiqh from a rigid, text-bound subject into a dynamic catalyst for innovative, contextually relevant, and creative analytical skills. Novelty: While previous studies have discussed the integration of fitrah and cognitive diversity in general Islamic education, this research uniquely operationalizes Gardner's framework directly into the differentiated instructional design of a normative theological subject (Fiqh) within a high-achieving research madrasah setting.]]>
