<![CDATA[Spatial ability is a crucial component of learning geometry, particularly with cube materials that require students to visualize three-dimensional objects, perform mental rotation, and understand relationships among faces. This study aims to describe students' spatial abilities through the implementation of Joyful Learning in class IX.3 of SMP Negeri 17 Palembang. The research employed a descriptive design with a final sample of 34 students. Instruments included a spatial ability test based on five indicators (perception, orientation, rotation, relation, and visualization) and in-depth interviews with representatives from high-, medium-, and low-ability groups. Data were analyzed using quantitative (percentage scores) and qualitative techniques (data reduction, display, and conclusion drawing). The results show that the average spatial ability was 71.3% (moderate). Stronger performance was observed in rotation, orientation, and visualization indicators. At the same time, weaknesses were noted in relation and perception, especially in determining the surface area of composite solids and understanding hidden cube structures. The implementation of Joyful Learning through exploration, group discussions, concrete media (cube nets), and educational games enhanced student engagement and participation. Overall, the implementation of Joyful Learning is associated with increased students' enthusiasm, participation, and spatial understanding, and effectively supports students' understanding of the relationship between two-dimensional and three-dimensional representations.]]>
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