<![CDATA[This study aims to evaluate the empirical effectiveness of implementing a music education learning model integrated with Howard Gardner’s Multiple Intelligences theory to enhance the cognitive-psychomotor learning outcomes and vocal creativity of students with mild intellectual disabilities (tunagrahita) and slow learners. Instructional disparities in inclusive classrooms often lead to special needs students failing to reach the minimum criteria of mastery. Using a quasi-experimental approach with a one-group pretest-posttest design, this study engaged with disabled learners in inclusive classes at SMP Negeri 26 Tangerang. Data were gathered through a vocal performance test and a structured creativity observation sheet using a Likert scale, which were subsequently analyzed using Normalized Gain (N-Gain) calculations. The statistical analysis demonstrated a significant leap in the mean learning score by 17.8 points (a 24.13% increase), achieving a post-test mean of 76.3 for conceptual understanding and 75.3 for psychomotor vocal skills, both successfully surpassing the targeted threshold. Dimensions of vocal creativity—encompassing fluency, flexibility, and originality—also marked substantial advancements. It can be concluded that the adaptive multiple intelligences model is highly effective in optimizing both academic competencies and creative expressions for special needs education.]]>
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