Spatial Intelligence and Students’ Achievement to Support Creativity on Visuospatial-Based Learning

P. K. Suprapto, M. Z. bin Ahmad, D. M. Chaidir, R. Ardiansyah, D. Diella

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.

Keywords

creativity; spatial intelligence; students’ achievement; wimba learning model

Full Text:

PDF

References

Atta, M. A., Ayaz, M., & Nawaz, Q. (2015). Comparative Study Of Inductive & Deductive Methods Of Teaching Mathematics At Elementary Level. Gomal University Journal of Research [GUJR], 31(1).

Beck, CB (2010), An Introduction to plat Structure abd Development : Plant Anatomy for the twenty-First Century, 2nd ed, New York : Cambridge University Press.

Davis, GA and S.G.Rimm, (2004). Education of the Gifted and Talented, Mexico : Pearson/A and B

Fatimah, S. (2015). Devoting to Enhance the Critical Thinking Skill and the Creativity of Students in Seventh Grade Through PBL Model with JAS Approachment. Jurnal Pendidikan IPA Indonesia (JPII), 4(2), 149-157.

Franenkel, J. R., & Wallen, N. E. (2009). How to Design and Evaluate Researech Ineducation.

Goldberg, H. R., & Dintzis, R. (2007). The Positive Impact of Team-Based Virtual Microscopy on Student Learning in Physiology and Histology. Advances in Physiology Education, 31(3), 261-265.

Hake, R. R. (1998). Interactive-Engagement vs. Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses. Arlington, VA: National Science Foundation.

Hsiung, L. Y., & Lai, M. H. (2013). Improving Learning Results and Reducing Cognitive Load through 3D Courseware on Color Management and Inspection Instruction. Turkish Online Journal of Educational Technology-TOJET, 12(3), 91-106.

Jankowska, D. M., & Karwowski, M. (2015). Measuring Creative Imagery Abilities. Frontiers in Psychology, 6, 1591.

Jauk, E., Benedek, M., Dunst, B., & Neubauer, A. C. (2013). The Relationship between Intelligence And Creativity: New Support for the Threshold Hypothesis by Means of Empirical Breakpoint Detection. Intelligence, 41(4), 212-221.

Kell, H. J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2013). Creativity and technical Innovation: Spatial Ability’s Unique Role. Psychological Science, 24(9), 1831-1836.

Korakakis, G., Pavlatou, E. A., Palyvos, J. A., & Spyrellis, N. (2009). 3D Visualization Types in Multimedia Applications ior Science Learning: A Case Study for 8th Grade Students in Greece. Computers & Education, 52(2), 390-401.

Kurnik, Z. (2008). The Scientific Approach to Teaching Math. Metodika: Casopis za teoriju i praksu metodikâ u predškolskom odgoju, školskoj i visokoškolskoj izobrazbi, 9(17), 419-430.

Lazear, D. G. (2004). Higher-Order Thinking the Multiple Intelligences Way. Zephyr Press.

Lu, F. M., Eliceiri, K. W., Squirrell, J. M., White, J. G., & Stewart, J. (2008). Student Learning of Early Embryonic Development Via the Utilization of Research Resources from the Nematode Caenorhabditis Elegans. CBE—Life Sciences Education, 7(1), 64-73.

Milner-Bolotin, M., & Nashon, S. M. (2012). The Essence of Student Visual–Spatial Literacy and Higher Order Thinking Skills in Undergraduate Biology. Protoplasma, 249(1), 25-30.

Nuswowati, M., & Taufiq, M. (2015). Developing Creative Thinking Skills and Creative Attitude Through Problem Based Green Vision Chemistry Environment Learning. Jurnal Pendidikan IPA Indonesia, 4(2).

Nuswowati, M., Susilaningsih, E., Ramlawati, R., & Kadarwati, S. (2017). Implementation of Problem-Based Learning with Green Chemistry Vision to Improve Creative Thinking Skill and Students’ Creative Actions. Jurnal Pendidikan IPA Indonesia, 6(2), 221-228.

Palmiero, M., Nakatani, C., Raver, D., Belardinelli, M. O., & van Leeuwen, C. (2010). Abilities within and across Visual and Verbal Domains: How Specific is Their Influence on Creativity?. Creativity Research Journal, 22(4), 369-377.

Palmiero, M., Nori, R., Aloisi, V., Ferrara, M., & Piccardi, L. (2015). Domain-Specificity of Creativity: A Study on the Relationship Between Visual Creativity and Visual Mental Imagery, Frontiers in Psychology, 6, 1870.

Ramadas, J. (2009). Introduction to the Special Issue on “Visual and Spatial Modes in Science Learningâ€.

Shepard, R. N. (1978). Externalization of mental images and the act of creation. In B. S. Randhawa & W. E. Coffman (Eds.), Visual learning, thinking, and communication (pp. 133-190). New York: Academic Press

Sorby, S.A, (2009), Educational Research in Developing 3-D Spatial Skill form Engineering Student. International Journal of Science Education, 3(3), 459-480.

Stieff, M., Scopelitis, S., Lira, M. E., & Desutter, D. (2016). Improving Representational Competence with Concrete Models. Science Education, 100(2), 344-363.

Studente, S., Seppala, N., & Sadowska, N. (2016). Facilitating Creative Thinking in the Classroom: Investigating the Effects of Plants and the Colour Green on Visual and Verbal Creativity. Thinking Skills and Creativity, 19, 1-8.

Suprapto, P. K. (2012). Pengembangan Program Perkuliahan Anatomi Tumbuhan Berbasis Visuospasial Melalui Representasi Mikroskopis Sistem Jaringan Tumbuhan untuk Meningkatkan Penalaran dan Penguasaan Konsep Calon Guru Biologi. Bandung Indonesia: Disertation, Universitas Pendidikan Indonesia.

Suprapto, P. K. (2017). Pengaruh Model Wimba Menggunakan Media 3Dsmax Terhadap Hasil Belajar Dan Penalaran Logis Mahasiswa Calon Guru Biologi. Jurnal Pengajaran MIPA, 21(2).

Tabrani, P. (2009). Wimba, Asal Usul dan Peruntukkannya. WIMBA-Jurnal Komunikasi Visual, 1(1), 1-7.

Thorndike, R. M., & Lohman, D. F. (1990). A Century of Ability Testing. Riverside Publishing Company.

DOI: https://doi.org/10.15294/jpii.v7i2.14322

Refbacks

  • There are currently no refbacks.


Bookmark and Share