For a teacher who teaches science concepts to a group of students, he should investigate the level of understanding of various background variants, including differences in dominant multiple intelligence owned by students. This level of understanding can be identified from students' ability to understand concepts in a series of learning phases through tests of concept understanding about a topic of teaching material. This study aims to map the level of conceptual change about electricity based on two types of multiple intelligence of elementary school students, namely logical-mathematical intelligence and naturalist intelligence. This research is a qualitative descriptive research that aims to produce an accurate description of the characteristics of elementary school students related to the conceptual level of electricity for those who have logical-mathematical and naturalist intelligence. The research findings show that 1) the profile of the level of multiple intelligence of students in the logical-mathematical intelligence type has a trend pattern that is relatively the same as naturalist intelligence in the subject studied and in the process of learning about electricity; 2) students are distributed at the level of understanding in almost all categories, with the largest percentage (47.83%) of students being at the revising level with 4 different variants, and 4.35% of students being at complete their knowledge; and 3) students' understanding of the concept of electricity is distributed randomly at all conceptual levels, both in the type of logical-mathematical multiple intelligence and in the type of naturalist intelligence.