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Mathematics learning in the classroom requires the teacher to need to design a learning plan that can develop students 'creativity, but before that the teacher must first know the extent to which students' creativity and how to measure that creativity. This study aims to describe students 'creativity in solving divergent problems based on students' mathematical abilities. The subject of this quantitative descriptive study was 72 students selected: 12 high-ability students, 19 moderatecapable students and 41 low-ability students. Then they were screened to 9 students each with three high-ability students, three students with moderate abilities and three low-ability students. The procedure of this study consists of the stages of preparation, implementation, data analysis, and preparation of reports. The instrument of this study consisted of the main tools, namely the researchers themselves and supporting devices, namely the math ability test questions, divergent questions, and interview guidelines. The results showed that subjects with low mathematical abilities did not fulfill the three indicators of creativity, so they were at a level, not creative. Moderate questions only achieve fluency indicators, so they are at a less elementary level. High-ability subjects meet signs of fluency and flexibility, so they are at the creative level. Keywords—creative thinking, ability to solve questions, divergent questions

Students’ Creative Thinking Skill in Solving the Divergent Problem: Case Study in Junior High School in Nusa Tenggara Timur, Indonesia