<![CDATA[Traditional teacher-centered approaches in music education often struggle to address diverse student capabilities and the demands of 21st-century digital pedagogy. This study analyzes the effectiveness of the Problem-Based Digital Learning (PDBL) method compared with Direct Instruction in improving learning outcomes in an Art Appreciation and Criticism course, considering students' musical intelligence and controlling for initial ability. Employing a quasi-experimental design with ANCOVA on a sample of 96 music education students, the results reveal that PDBL yields significantly higher overall achievement than Direct Instruction. Additionally, students with high musical intelligence outperform those with lower aptitude. Crucially, a significant interaction effect demonstrates that PDBL is highly effective for students with high musical intelligence, whereas Direct Instruction is significantly more appropriate for students with low musical intelligence. This study concludes that instructional methods must be aligned with students' internal intelligence profiles to optimize outcomes. Scientifically, this research contributes to contemporary pedagogy by providing empirical evidence for classroom differentiation and showing how digital problem-solving frameworks can be systematically paired with student aptitude profiles in higher music education.]]>
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