This study was undertaken to examine the effects of multiple-analogies in enhancing students' understanding of particles concepts in matter guided by the FAR Model as an analogical instructional strategy through intervention in the primary 8. A total of 38 students in their intact subclass were taught for two weeks. 80 minutes for double periods. IDI (multiple Analogical Visual Aids) as research tools was used guided by FAR Model. Student learning was observed and analysed to develop generalized observations. The recorded data were analysed qualitatively so that both broad patterns, and detailed descriptions of student understanding, could be ascertained. The study revealed that it enhances students' conceptual understanding of particle concepts of matter, the IDI provide a powerful way to encourage students to think deeply through analogical reasoning. Students were also able to draw more sophisticated models and generated personal analogies, especially at the particle level. but it made students get a better engagement and interaction with a topic taught and their teacher too. Moreover, IDI made learning attractive to students and allow students to look at occurrences from a different perspective. in addition, IDI help students to develop competency in critical and creative thinking by relating the concept learnt to their prior knowledge. Nevertheless, using objects and events in the environment that are often encountered in everyday life as analog concepts, it made the targeted concepts understandable, simple and easy to remember other than simply memorising concepts. The findings revealed that in basic science students like analogies in their learning, it provides a motivating, interesting and enjoyable way to sustain student engagement in learning and understanding. Therefore, basic science needs to be learnt using analogies through analogy instructional strategy. This allowed students to take charge of their learning and able to link their previous knowledge with the knowledge to learn. Lastly, Further research is necessary to investigate its validity in quantitative research and mixed-methods research.