<![CDATA[This study aimed to analyze the effect of multiple intelligences-based thematic learning on the science process skills (SPS) of fourth-grade elementary school students. A quantitative method with a quasi-experimental non-equivalent control group design was employed. The sample comprised 60 students from SD Negeri Keputran 1 Yogyakarta selected via cluster random sampling, divided into a control group (n = 30) and an experimental group (n = 30). Data were collected through structured observations using a validated and reliable 20-item SPS rating scale (α = 0.862). Following normality and homogeneity tests, data were analyzed using the Independent Samples t-Test and N-Gain analysis. Results showed that the experimental group's posttest mean reached 17.37 (N-Gain = 0.65; moderate), significantly outperforming the control group at 13.06 (N-Gain = 0.05; low). Hypothesis testing yielded t = 11.579 (p = 0.000 < 0.05). Thus, multiple intelligences-based thematic learning significantly enhances elementary school students' science process skills.]]>
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