The study aims to describe the implementation of humanism multiple intelligence-oriented learning in life skills and formulate the humanism learning design in using multiple intelligence approaches in the life skills of elementary school students in the era of global communication and education disruption. The research approach was descriptive with a multiple case study design. Data collection techniques were carried out by active participant observation, in-depth interviews, documentation, and triangulation. The data analysis technique employed in this research was descriptive-reflective-holistic supported by blended CCM of Sharon, and CCA of Fram. The results of this study show that there are eight pillars in the implementation of humanism learning oriented to multiple intelligences in current special program school. Those eight pillars are character education, agent of change, the best process, the best teacher, active learning, applied learning, management control, and MIS. The success rate of humanism learning oriented towards multiple intelligences and students life skills at MIM PK Kartasura, Indonesia is excellent. The percentage who have life skills to listen with empathy (51.60%), to convey messages politely (45.20%), and to cooperate (38.70%), to listen with empathy (62.50%), to cooperate (65.60%), to convey messages politely (71.90%). The humanism learning model with multiple intelligence approaches can encourage life skills of the students in elementary schools. This learning design is one of the alternatives of a foundation that can foster community life skills of the students in secondary schools in the era of global communication, global computing, and educational disruption nowadays.
Key words: humanism learning, multiple intelligences, life skills, special school programs, educational disruption, global communication.