Abstract
This research intended to know how the spatial intelligence and students' achievement support the creativity of prospective student teachers. This study was conducted on the subject of plant anatomy with visuospatial-based learning. The visuospatial-based learning model used in this study is called the wimba learning model. The method of this research was a quantitative /quasi-experiment with the pre- and post-test group design. The population was fourth-semester students in four classes of Biology Education who took Plant Anatomy course in 2017 in a university situated a small town, West Java, Indonesia. The sample of this research was two classes picked using the purposive sampling regarding their homogenous sampling of having the same relative ability. The treatments for each class was that the use of the deductive and inductive approach. The variables measured were spatial intelligence, students’ achievement and creativity of TCIA (Test of Creative Imagery Abilities). The data processing adopting multiple correlation tests with SPSS was to see the relationship between the variables. The results showed that spatial intelligence and students’ achievement could support creativity at a moderate level, indicated by the value of Rdeductive = 0,451 and Rinductive = 0,474, Rinductive > Rdeductive, which meant that the inductive approach was better to support creativity. In conclusion, spatial intelligence and students’ achievement could support creativity, especially the inductive approach. The results of this study could be useful to improve the creativity of prospective biology teachers.
Highlights
Facing the era of globalization, we should be ready to produce creative and innovative students
The research instrument for the measurement of the students’ achievement was the multiple choice test of on plant tissue and organ material, and the spatial intelligence was measured by adopting the spatial intelligence test based on Thorndike & Lohman (1990) while the creativity was measured by employing the Test of Creativity Imagery Abilities or Test of Creativity Imagery Ability (TCIA)
The results show that wimba learning model with inductive approach was able to develop creativity better than the deductive approach
Summary
Facing the era of globalization, we should be ready to produce creative and innovative students. Ramadas (2009) stated that visual and spatial thinking is an integral part of learning science, which is a simplification of complex natural phenomena expressed in concrete, visual or symbolic models. Visuospatial thinking and concept cannot be separated from the process of imagination that has an impact on creativity. Improving spatial ability could be achieved by changing one representation to another, just like turning 2D (dimension) representation features into concrete 3D features. These representational skills include the ability to analyze representation features, convert one representation into another, and generate new representations. The Wimba learning model, in addition to increasing students’ achievement, helps students develop spatial or spatial-visual intelligence
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