This study explores the effectiveness of differentiated instruction based on multiple intelligences in elementary schools, aiming to reduce classroom boredom and enhance students' science concept mastery. The research employed a design and development research (DDR) approach, integrating the ADDIE model and quasi-experimental research. The study was conducted in a private Islamic elementary school, involving three classes and focusing on students' learning attitudes and concept mastery. The differentiated instruction was designed to accommodate diverse learning needs, styles, and intelligences, including logical-mathematical, linguistic, kinesthetic, interpersonal, and intrapersonal intelligences. The results showed that students experienced a joyful and meaningful learning atmosphere, leading to improved concept mastery, particularly in remembering, understanding, and applying scientific concepts. The study also found that differentiated instruction based on multiple intelligences can be effective in thematic learning for students with varying achievement levels. The research highlights the importance of tailoring instruction to individual learning profiles to enhance student engagement and academic outcomes. The findings suggest that differentiated instruction based on multiple intelligences should be further developed and evaluated to ensure its effectiveness in diverse educational settings. The study also emphasizes the need for effective assessment methods to support students' multiple intelligences.This study explores the effectiveness of differentiated instruction based on multiple intelligences in elementary schools, aiming to reduce classroom boredom and enhance students' science concept mastery. The research employed a design and development research (DDR) approach, integrating the ADDIE model and quasi-experimental research. The study was conducted in a private Islamic elementary school, involving three classes and focusing on students' learning attitudes and concept mastery. The differentiated instruction was designed to accommodate diverse learning needs, styles, and intelligences, including logical-mathematical, linguistic, kinesthetic, interpersonal, and intrapersonal intelligences. The results showed that students experienced a joyful and meaningful learning atmosphere, leading to improved concept mastery, particularly in remembering, understanding, and applying scientific concepts. The study also found that differentiated instruction based on multiple intelligences can be effective in thematic learning for students with varying achievement levels. The research highlights the importance of tailoring instruction to individual learning profiles to enhance student engagement and academic outcomes. The findings suggest that differentiated instruction based on multiple intelligences should be further developed and evaluated to ensure its effectiveness in diverse educational settings. The study also emphasizes the need for effective assessment methods to support students' multiple intelligences.