Open AccessCreative thinking process of female elementary school student with visual learning style in mathematical problem solving
Author(s) -
La Suha Ishabu,
İ Ketut Budayasa,
Tatag Yuli Eko Siswono
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1265/1/012018
Subject(s) - fluency , novelty , creative problem solving , mathematics education , creativity , process (computing) , convergent thinking , product (mathematics) , mathematical problem , thinking processes , flexibility (engineering) , computer science , categorization , reading (process) , creative thinking , psychology , artificial intelligence , mathematics , statistical thinking , social psychology , statistics , geometry , operating system , political science , law
In solving mathematical problems, the creative thinking process is basically assessed based on two indicators: creative processes and products. The creative process is the stage of creative thinking that includes generating ideas, planning problem solving, and producing problem solving. The process generates creative products should meet the aspects of fluency, flexibility, and novelty. The present study aims at describing the creative thinking process of elementary school students in solving mathematical problems. It involved female student who practiced visual learning style as the subject with the consideration the subject could generate a flexible product, but not an extraordinary product that meets the aspects of fluency and novelty. Data was collected through test and in-depth interview. The validity was done with data triangulation technique. The collected data were analyzed with transcription, categorization, reduction, interpretation and conclusion. The findings indicate that the creative thinking process of elementary school students in mathematical problem solving is realized through generating ideas (reading and examining images in the question) to identify information that is already known, to employ different approaches for planning problem solving, and to produce creative products that meet the aspect of flexibility. Nevertheless, the products have not fulfilled the aspects of fluency and novelty.