<![CDATA[Spatial competence and mathematical creative thinking represent two essential capabilities that students must develop to succeed in 21st-century mathematics education. This study examines the association of GeoGebra use with students' mathematical spatial ability, mathematical creative thinking, and the joint pattern of these two competencies. The study employed a quantitative descriptive-correlational design. The population comprised students of MTsN 1 Kota Cirebon, and the sample consisted of 29 students selected purposively based on their active participation in GeoGebra-assisted mathematics learning. The instruments were trialed on 27 students at MTs AlWahdah Sumber. Data analysis included Shapiro-Wilk normality, linearity, heteroscedasticity, simple linear regression, and MANOVA. The results showed a significant association between GeoGebra use and spatial ability (F = 67.162; p < .001; R² = .713; adjusted R² = .703), with a mean spatial ability score of 63.97 (high category). A significant association was also found with creative thinking (F = 6.785; p = .015; R² = .201; adjusted R² = .171), with a mean score of 54.00 (medium category). The reported MANOVA produced F = 390.317, p < .001, and partial η² = .967; however, because the reported multivariate table contains the intercept rather than GeoGebra as a predictor, this result is interpreted cautiously as a joint multivariate pattern rather than as an estimate of GeoGebra's unique contribution. Overall, the findings indicate that GeoGebra is more strongly aligned with spatial ability than with creative thinking, while creative thinking requires complementary structured problem-solving activities.]]>
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