This research was conducted to determine how intrapersonal intelligence and learning activity affect the learning outcomes of the Al-Qur'an Hadis subject among Madrasah Ibtidaiyah students. The background of this research is based on the importance of the role of these two factors in the success of students' learning. Intrapersonal intelligence is related to a person's ability to recognize themselves, manage their emotions, and motivate themselves to continue developing. Meanwhile, learning activity indicates the extent to which students actively participate during the learning process—such as by asking questions, engaging in discussions, or expressing opinions in class. This study uses a quantitative approach with a correlational descriptive method. The subjects of the study are all fifth and sixth-grade students of Madrasah Ibtidaiyah in the even semester of the 2024/2025 academic year, totaling 45 individuals. Data were collected thru questionnaires to measure the level of intrapersonal intelligence and learning activity, as well as thru documentation of grades to determine the learning outcomes of Al-Qur'an Hadith. Data analysis was conducted using multiple linear regression with the assistance of SPSS version 26. The research results indicate that both intrapersonal intelligence and learning activity have a positive and significant impact on students' learning outcomes. The average intrapersonal intelligence of the students is classified as high (82.44), learning activity falls into the quite active category (79.87), and the learning outcomes in Al-Qur’an Hadis are classified as good (83.26). The coefficient of determination (R²) value of 0.496 indicates that 49.6% of the learning outcomes are influenced by these two variables, while the remaining percentage is influenced by other factors outside the scope of this study. In simple terms, the better students know and motivate themselves, and the more actively they engage in learning activities, the higher their learning outcomes will be. Therefore, teachers are advised to create an interactive and reflective learning atmosphere, so that students can develop in a balanced manner—in terms of knowledge, skills, and spirituality.

Tilaar, H. A. R. (2012). Manajemen Pendidikan Nasional: Kajian Pendidikan Masa Depan. Jakarta: PT Rineka Cipta,

Direktorat Pendidikan Nonformal, Kemdikbud. (2019). Pedoman Penyelenggaraan Kegiatan Belajar Masyarakat. Jakarta: Kemendikbud,

Suharto, E. (2020). Pendidikan Masyarakat dan Pemberdayaan Sosial. Bandung: Alfabeta,

Qomar, M. (2017). Falsafah Pendidikan Islam. Jakarta: Erlangga,

Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books,

Slameto. (2013). Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta, .

Sardiman, A. M. (2018). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raja Grafindo Persada,

Mulyasa, E. (2019). Strategi Pembelajaran Berbasis Kompetensi. Bandung: Remaja Rosdakarya,

Uno, H. B. (2019). Teori Motivasi dan Pengukurannya. Jakarta: Bumi Aksara,

Majid, A. (2017). Pembelajaran Tematik Terpadu. Bandung: Remaja Rosdakarya, hlm. 132.

Fauziah, R. (2022). “Hubungan Kecerdasan Interpersonal terhadap Hasil Belajar Siswa.” Jurnal Pendidikan Madrasah, Vol. 7, No.

Hidayat, M. (2020). “Keaktifan Belajar dan Pengaruhnya terhadap Prestasi Siswa.” Jurnal Pendidikan Islam, Vol. 5, No. 3,

ohn W. Creswell (2014), Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, Fourth Edition (California: SAGE Publications)

Lexy J. Moleong (2017), Metodologi Penelitian Kualitatif (Bandung: Remaja Rosdakarya, )

Sugiyono (2019), Metode Penelitian Kualitatif, Kuantitatif, dan R&D (Bandung: Alfabeta, )

Matthew B. Miles dan A. Michael (2024) Huberman, Qualitative Data Analysis (California: SAGE Publications,).

Yvonna S. Lincoln dan Egon G. Guba(1985), Naturalistic Inquiry (Beverly Hills: SAGE Publications, ).