JPII 7 (2) (2018) 224-231 Jurnal Pendidikan IPA Indonesia http://journal.unnes.ac.id/index.php/jpii SPATIAL INTELLIGENCE AND STUDENTS’ ACHIEVEMENT TO SUPPORT CREATIVITY ON VISUOSPATIAL-BASED LEARNING P. K. Suprapto *1 , M. Z. bin Ahmad 2 , D. M. Chaidir 3 , R. Ardiansyah 4 , D. Diella 5 1,3,4,5 Biology Education Department, Faculty of Teacher Training and Education, Universitas Siliwangi 2 School Of Educational Studies, Universiti Sains Malaysia DOI: 10.15294/jpii.v7i2.14322 Accepted: March 14 th , 2018. Approved: May 27 th , 2018. Published: June 30 th , 2018 ABSTRACT This research intended to know how the students’ spatial intelligence and achievement supported the creativity of prospective teachers. This study was conducted on the subject of plant anatomy with visuospatial-based learn- ing. 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 relatively same 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 R deductive = 0,451 and R inductive = 0,474, R inductive > R deductive , which meant that the inductive approach was better to support creativity. In conclusion, spatial intelligence and students’ achievement could support creativity, especially in the inductive approach. The results of this study could be useful to improve the creativity of prospective biology teachers. © 2018 Science Education Study Program FMIPA UNNES Semarang Keywords: creativity, spatial intelligence, students’ achievement, wimba learning model INTRODUCTION Facing the era of globalization, we should be ready to produce creative and innovative stu- dents. Teachers should plan student-centered learning to foster the spirit of learning, motiva- tion, creativity, initiative, innovation, and inde- pendence (Fatimah, 2015). In general, learning process either at school or college based only on cognitive. We have forgotten that our children need to improve other intelligence such as spatial, natural, interpersonal, kinesthetic, mathematical and some others. We also believe that there is a correlation between intelligence and creativity (Jauk et al., 2013).Some students said that lear- ning plant anatomy is quite boring and difficult to understand; therefore, it is necessary to deve- lop an interesting plant anatomy learning. In fact, studying plant anatomy could develop students’ spatial intelligence. Thus, plant anatomy learning should be delivered using a visuospatial-based learning model. The visuospatial-based learning model here is the wimba learning model. This model enables students to be active and indepen- dent; also, forces students to make microscopic representation and imagine it in the form of three dimensions (3D) features. As the result, students will have a better understanding of cells, tissu- *Correspondence Address E-mail: purwatik1@gmail.com