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

Abstract

This study aims to describe students' creative thinking processes in solving integer and fractional opeations in terms of field dependent and field independent cognitive styles. The results of this study can be taken into consideration by the teacher to determine the creative thinking process of students so that teachers better recognize and pay attention to the creative thinking processes of their students when solving math problems because it can be used as an evaluation of student learning outcomes. This research is a qualitative descriptive study. The research subjects were taken two students each from the field dependent cognitive style and the field independent cognitive style and based on the recommendation of the thesis supervisor. The data was collected using the test and interview methods, while the instruments used were the GEFT test, creative thinking process test questions and interview questions. The validity of the data was tested by using triangulation technique. The results showed that the research subjects could be categorized at the level of students' creative thinking, namely the subjects with the field independent category were both at level 3, meaning that the subjects were able to demonstrate fluency and flexibility in solving problems. The two field dependent subjects are at different levels, the first subject is at level 3, meaning that the subject is able to demonstrate fluency and flexibility in solving problems. While the second subject is at level 0 which means the subject is not able to show fluency, flexibility, and novelty.