Student’s creative thinking processes in solving integer and fraction operation problems

Abstract

This study aimed to describe students' creative thinking processes when solving integer and fractional operations, specifically examining these processes in relation to field-dependent and field-independent cognitive styles. The findings of this research can serve as a valuable resource for teachers, enabling them to better understand and attend to their students' creative thinking processes during mathematics problem-solving. This understanding can also be utilized for evaluating student learning outcomes. A qualitative descriptive approach was employed for this study. Research subjects included two students each from the field-dependent and field-independent cognitive style categories, selected based on recommendations from a thesis supervisor. Data collection involved tests and interviews, utilizing the Group Embedded Figures Test (GEFT), creative thinking process test questions, and interview questions as instruments. Data validity was established through triangulation techniques. The results revealed distinct levels of creative thinking among the subjects. Both students categorized as field-independent demonstrated Level 3 creative thinking, indicating their ability to exhibit fluency and flexibility in problem-solving. Among the field-dependent subjects, one student also achieved Level 3, showcasing fluency and flexibility. Conversely, the second field-dependent subject was at Level 0, signifying an inability to demonstrate fluency, flexibility, or novelty in their problem-solving approach.