Mathematical Creative Thinking Process Analysis Based On Student Learning Style
Keywords:
Creative Thinking Process, Learning Style, Mathematics Problems
Abstract
The creative thinking process of students needs to be developed to generate new ideas when solving mathematical problems. One of the causes of students' difficulties in developing a creative thinking process is different learning styles because differences can affect the student's understanding. This study aims to describe the creative thinking process of students in solving mathematical problems based on learning styles. The subjects of this study are 3 students of MTsN 1 Makassar, each representing one subject: visual, auditory, and kinesthetic learning styles. The study results showed that at the preparation stage, subjects with visual, auditory, and kinesthetic learning styles could carry out the creative thinking process well, as shown by expressing essential ideas from the questions. At the incubation stage, subjects with visual, auditory, and kinesthetic learning styles can develop ideas for solving problems by writing step by step. In the illumination stage, the subject's visual, auditory, and kinesthetic learning styles allow them to express their ideas verbally well. At the verification stage, the visual learning style has not been verified compared to other alternative solutions; auditory and kinesthetic always re-check the answers, re-verify the work results, and compare with other alternative solutions. Thus, auditory and kinesthetic subjects can produce creative thinking processes in solving mathematical problems based on indicators developed by Wallas. In contrast, visual subjects cannot produce creative thinking processes in solving mathematical problems based on indicators developed by Wallas.
References
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Khasanah, U. (2018). Proses Berpikir Kreatif Siswa dalam Memecahkan Soal Cerita Pokok Bahasan SPLDV Berdasarkan Tahapan Wallas Ditinjau Dari Gaya Belajar.
Jagom, Y. O. (2015). Kreativitas Siswa SMP Dalam Menyelesaikan Masalah Geometri Berdasarkan Gaya Belajar Visual-Spatial Dan Auditory-Squential. Math Didactic: Jurnal Pendidikan Matematika, 1(3), 176–190. https://doi.org/DOI : https://doi.org/10.33654/math.v1i3.18
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Ningsih, W. F., & Hayati, I. R. (2020). Dampak Efikasi Diri Terhadap Proses & Hasil Belajar Matematika (The Impact Of Self-Efficacy On Mathematics Learning Processes and Outcomes). Journal on Teacher Education, 1(2), 26-32.
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Rohmah, Z., Rochaminah, S., & Idris, M. (2017). Profil Pemecahan Masalah Matematika Siswa Smp Islam Terpadu Qurota A’yun Palu Ditinjau Dari Gaya Belajar Auditory. Jurnal Elektronik Pendidikan Matematika Tadulako, 4(4), 495-504.
Rusdi, R. (2018). Implementasi Teori Kreativitas Graham Wallas Dalam Sekolah Kepenulisan di Pesantren Mahasiswa Hasyim Asy’ari Cabeyan Yogyakarta. Muslim Heritage, 2(2), 259-274.
Papilaya, J. O., & Huliselan, N. (2016). Identifikasi gaya belajar mahasiswa. Jurnal Psikologi, 15(1), 56-63.
Purti, L. I. (2019). ANALISIS BERPIKIR KREATIF SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN TIPE KEPRIBADIAN. Jurnal Ilmiah Pendidikan Dasar, 6(2), 68. DOI: http://dx.doi.org/10.30659/pendas.6.2.68-83
Saputri, M., Dwijanto, D., & Mariani, S. (2016). Pengaruh PBL Pendekatan Kontekstual Strategi Konflik Kognitif dan Kemampuan Awal terhadap Kemampuan Pemecahan Masalah Siswa Materi Geometri. Unnes Journal of Mathematics Education, 5(1).
Sari, A. P., & Ikhsan, M. (2017). Proses berpikir kreatif siswa dalam memecahkan masalah matematika berdasarkan model Wallas. 10(1), 18–32. https://doi.org/http://dk.doi.org./10.20414/betajtm.v10i1.102
Savic, M. (2016). Mathematical Problem-Solving via Wallas- Four Stages of Creativit, 13(3)
Siswono, T. Y. E. (2004). Identifikasi proses berpikir kreatif siswa dalam pengajuan masalah (problem posing) matematika berpandu dengan model wallas dan creative problem solving (CPS). Buletin Pendidikan Matematika, 6(2), 1-16.
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Siswono, T. Y. E., & Kurniawati, Y. (2004). Penerapan model wallas untuk mengidentifikasi proses berpikir kreatif siswa dalam pengajuan masalah matematika dengan informasi berupa gambar. Jurnal Nasional “MATEMATIKA, Jurnal Matematika atau Pembelajarannya, 1-20.
Steven M. Smith and Rebecca A. Dodds (1999), "Incubation", Encyclopedia of Creativity, Vol. I (Londo Academic Press), hIm. 39.
Unsworth, N., Brewer, G. A., & Spillers, G. J. (2013). Working memory capacity and retrieval from long-term memory: The role of controlled search. Memory & cognition, 41, 242-254.
Warr, A., & Neill, E. O. (2014). Understanding Design as a Social Creative Process, (May). https://doi.org/10.1145/1056224.1056242.
Zazkis, D., Weber, K., & Mejía-Ramos, J. P. (2016). Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context. Educational Studies in Mathematics, 93, 155-173.
Afifudin, A., Bintari, S. H., & Ridlo, S. (2017). Karakter Disiplin dan Percaya Diri Melalui Model Pembelajaran Problem Based Learning Materi Pertumbuhan dan Perkembangan. Journal of Biology Education, 6(2), 240-247.
Amir, M. F. (2015). Proses Berpikir Kritis Siswa Sekolah Dasar Dalam Memecahkan Masalah Berbentuk Soal Cerita Matematika Berdasarkan Gaya Belajar. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 1(2), 159–170.
Andriopoulus, Constantine and Dawson, Patrick. (2009). Managing Change, Creativity and Innovation, London: SAGE Publicantion
Ardianik. (2019). Analisis Proses Berpikir Kreatif Siswa dalam Memecahkan Masalah Matematika Open Ended Ditinjau dari Gaya Belajar Siswa. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Bire, A. L., Geradus, U., & Bire, J. (2014). Pengaruh gaya belajar visual, auditorial, dan kinestetik terhadap prestasi belajar siswa. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 44(2)
Cropley, A.J. & Urban, K. K. (2000). Programs and strategies for nurturing creativity. in K. A. Heller, f. J. Monks, R. J. Sternberg & R. F. Subotnik (Eds.), International Handbook of Research and Development of Giftedness and Talent. Oxford, UK: Pergamon).
Deb, T. (2006). Strategic approach to human resource management. Atlantic Publishers & Dist.
DePorter, B & Hernacki, M. (2015). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan. Bandung: Kaifa.
Diezmann, C. M., & Watters, J. J. (2000). Identifying and Supporting Spatial Intelligence in Young Children. Contemporary Issues in Early Childhood, 1(3), 299–313. https://doi.org/10.2304/ciec.2000.1.3.6.
Fathurrohman, M. (2015). Model-model pembelajaran. Jogjakarta: Ar-ruzz media.
Febriani, S., & Ratu, N. (2018). Profil proses berpikir kreatif matematis siswa dalam pemecahan masalah open-ended berdasarkan teori Wallas. Mosharafa: Jurnal Pendidikan Matematika, 7(1), 39-50.
Florida, R., Mellander, C., & King, K. (2015). The global creativity index 2015. Martin Prosperity Institute.
Khasanah, U. (2018). Proses Berpikir Kreatif Siswa dalam Memecahkan Soal Cerita Pokok Bahasan SPLDV Berdasarkan Tahapan Wallas Ditinjau Dari Gaya Belajar.
Jagom, Y. O. (2015). Kreativitas Siswa SMP Dalam Menyelesaikan Masalah Geometri Berdasarkan Gaya Belajar Visual-Spatial Dan Auditory-Squential. Math Didactic: Jurnal Pendidikan Matematika, 1(3), 176–190. https://doi.org/DOI : https://doi.org/10.33654/math.v1i3.18
Maftukhah, N. A., Nurhalim, K., & Isnarto, I. (2017). Kemampuan Berpikir Kreatif dalam Pembelajaran Model Connecting Organizing Reflecting Extending Ditinjau dari Kecerdasan Emosional. Journal of Primary Education, 6(3), 267-276
Munandar, U. (2012). Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta.
Mursidik, E. S. M., Samsiyah, N., & Rudyanto, H. E. (2015). Creative thinking ability in solving open-ended mathematical problems viewed from the level of mathematics ability of elementary school students. PEDAGOGIA: Journal of Education, 4(1), 23-33.
Ningsih, W. F., & Hayati, I. R. (2020). Dampak Efikasi Diri Terhadap Proses & Hasil Belajar Matematika (The Impact Of Self-Efficacy On Mathematics Learning Processes and Outcomes). Journal on Teacher Education, 1(2), 26-32.
NCTM. (2000). Principles and Standards for School Mathematics. United States of America: The National Council of Teachers of Mathematics, Inc.
Nugroho, I. A., Chotim, M., & Dwijanto, D. (2013). Keefektifan pendekatan problem based learning terhadap kemampuan berpikir kreatif matematik.Unnes Journal of Mathematics Education, 2(1).
Oktaviani, M. A., Sisworo, S., & Hidayanto, E. (2018). Proses Berpikir Kreatif Siswa Berkemampuan Spasial Tinggi dalam Menyelesaikan Soal Open-ended Berdasarkan Tahapan Wallas (Doctoral dissertation, State University of Malang).
Richardo, R., Mardiyana, M., & Sari, D. R. (2014). Tingkat Kreativitas Siswa Dalam Memecahkan Masalah Matematika Divergen Ditinjau Dari Gaya Belajar Siswa (Studi Pada Siswa Kelas IX MTS Negeri Plupuh Kabupaten Sragen Semester Gasal Tahun Pelajaran 2013/2014). Jurnal Pembelajaran Matematika, 2(2)
Rohmah, Z., Rochaminah, S., & Idris, M. (2017). Profil Pemecahan Masalah Matematika Siswa Smp Islam Terpadu Qurota A’yun Palu Ditinjau Dari Gaya Belajar Auditory. Jurnal Elektronik Pendidikan Matematika Tadulako, 4(4), 495-504.
Rusdi, R. (2018). Implementasi Teori Kreativitas Graham Wallas Dalam Sekolah Kepenulisan di Pesantren Mahasiswa Hasyim Asy’ari Cabeyan Yogyakarta. Muslim Heritage, 2(2), 259-274.
Papilaya, J. O., & Huliselan, N. (2016). Identifikasi gaya belajar mahasiswa. Jurnal Psikologi, 15(1), 56-63.
Purti, L. I. (2019). ANALISIS BERPIKIR KREATIF SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN TIPE KEPRIBADIAN. Jurnal Ilmiah Pendidikan Dasar, 6(2), 68. DOI: http://dx.doi.org/10.30659/pendas.6.2.68-83
Saputri, M., Dwijanto, D., & Mariani, S. (2016). Pengaruh PBL Pendekatan Kontekstual Strategi Konflik Kognitif dan Kemampuan Awal terhadap Kemampuan Pemecahan Masalah Siswa Materi Geometri. Unnes Journal of Mathematics Education, 5(1).
Sari, A. P., & Ikhsan, M. (2017). Proses berpikir kreatif siswa dalam memecahkan masalah matematika berdasarkan model Wallas. 10(1), 18–32. https://doi.org/http://dk.doi.org./10.20414/betajtm.v10i1.102
Savic, M. (2016). Mathematical Problem-Solving via Wallas- Four Stages of Creativit, 13(3)
Siswono, T. Y. E. (2004). Identifikasi proses berpikir kreatif siswa dalam pengajuan masalah (problem posing) matematika berpandu dengan model wallas dan creative problem solving (CPS). Buletin Pendidikan Matematika, 6(2), 1-16.
Siswono, T. (2018). Pembelajaran Matematika Berbasis Pengajuan dan Pemecahan Masalah. Bandung.
Siswono, T. Y. E., & Kurniawati, Y. (2004). Penerapan model wallas untuk mengidentifikasi proses berpikir kreatif siswa dalam pengajuan masalah matematika dengan informasi berupa gambar. Jurnal Nasional “MATEMATIKA, Jurnal Matematika atau Pembelajarannya, 1-20.
Steven M. Smith and Rebecca A. Dodds (1999), "Incubation", Encyclopedia of Creativity, Vol. I (Londo Academic Press), hIm. 39.
Unsworth, N., Brewer, G. A., & Spillers, G. J. (2013). Working memory capacity and retrieval from long-term memory: The role of controlled search. Memory & cognition, 41, 242-254.
Warr, A., & Neill, E. O. (2014). Understanding Design as a Social Creative Process, (May). https://doi.org/10.1145/1056224.1056242.
Zazkis, D., Weber, K., & Mejía-Ramos, J. P. (2016). Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context. Educational Studies in Mathematics, 93, 155-173.
Published
2025-02-18
How to Cite
Hamid, A., Hamzah Upu, & Jafaruddin, J. (2025). Mathematical Creative Thinking Process Analysis Based On Student Learning Style. International Journal of Education, Vocational and Social Science , 4(01), 340-371. https://doi.org/10.63922/ijevss.v4i01.1595
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
