Analysis of Students’ Mathematical Creative Thinking Ability on Solving Geometry Problems

Ahmad Madani; Indah Puspita Sari

doi:10.22460/jiml.v8i4.21383

Authors

Ahmad Madani IKIP Siliwangi, Cimahi, Indonesia
Indah Puspita Sari IKIP Siliwangi, Cimahi, Indonesia

DOI:

https://doi.org/10.22460/jiml.v8i4.21383

Keywords:

Mathematical Creative Thinking Ability , Geometry Problems , Junior High School

Abstract

Creative thinking in mathematics plays a crucial role in developing students' problem-solving abilities and adaptability, especially in the face of increasingly complex real-world challenges. Despite its importance, many students still struggle to generate diverse and original mathematical solutions. This study aims to analyze the mathematical creative thinking abilities of Grade VII students at SMPN 5 Darangdan in solving two-dimensional geometry problems. A qualitative descriptive method was employed in this study. Data were collected from 30 randomly selected students through a written test consisting of four open-ended questions. Each question was designed to assess one of the four indicators of mathematical creative thinking: fluency, flexibility, originality, and elaboration. The students' responses were analyzed to determine the percentage of achievement in each indicator, and categorized based on predetermined criteria. The results revealed that the average scores for fluency and flexibility were both 45%, indicating moderate performance in generating and applying various ideas. Originality was achieved by 29% of the students, while elaboration was the weakest area with only 3% of students demonstrating detailed problem-solving steps. These findings suggest that students tend to rely on familiar methods and rarely explore alternative or unique strategies. In conclusion, the students' overall creative mathematical thinking ability remains low, particularly in elaboration and originality. There is a clear need for instructional approaches that foster deeper reasoning, innovation, and multiple solution pathways in mathematics education.

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