The general objective to be achieved in this study is to determine the effect of using Blended Learning in terms of Intrapersonal Intelligence on Problem Solving Ability. This research is a quasi-experimental research with a two × three factorial design. Documentation, questionnaires, and tests were carried out the data collection method. The instruments used to collect the data were the learning achievement test instrument and the student's intrapersonal intelligence questionnaire instrument. The data analysis used was ANOVA with a two-way analysis of variance 2 x 3. The prerequisite test for Variance Analysis used the Lillifors method for the normality test and the Barlett method for the homogeneity test. The results showed (1) the implementation of blended learning geometry material resulted in better learning achievement and problem-solving abilities than conventional learning. Evidenced by student learning achievement at the experimental class is categorized as high with an average score of 70,935. At the same time, the control class is lower, with an average score of 53,792. (2)There is an interaction between the Blended Learning model and students' intrapersonal intelligence on mathematics learning achievement and problem-solving abilities. (3) There are differences in student learning achievement with blended Learning and conventional Learning seen from intrapersonal intelligence.