Students’ Creative Thinking Process in Solving Open-Ended Problems on Flat Shapes
DOI:
https://doi.org/10.35194/jp.v14i2.4986Keywords:
creative thinking, flat Shape, geometry, thinking process, wallasAbstract
Creative thinking is crucial in mathematics education, particularly when students are required to solve open-ended geometry problems that allow multiple solution strategies. However, few studies have examined how students’ creative thinking processes occur when solving open-ended problems on flat shapes, especially based on Wallas’ four-stage model. This study aims to describe students’ creative thinking processes in solving open-ended tasks on flat shapes through the stages of preparation, incubation, illumination, and verification. A descriptive qualitative approach was employed. From 32 junior high school students, three were selected purposively to represent high, moderate, and low levels of creativity. Data were collected through creative-thinking tasks and interviews, and analyzed using the Miles and Huberman model. The findings show clear differences in thinking patterns: highly creative students successfully performed all four stages and generated accurate and varied solutions; moderately creative students experienced difficulties during illumination, particularly in selecting correct formulas and understanding composite shapes; while low-creative students struggled from the preparation stage, indicating difficulty comprehending the problem and applying concepts. This study contributes to understanding how creative thinking develops across different ability levels and highlights the importance of learning strategies that support each stage of the creative thinking process. The results imply that open-ended tasks in geometry can be optimized to foster creative mathematical thinking when accompanied by appropriate guidance.References
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Aziz, A., Septian, A., D, S. R., R, R. A., & K, M. T. (2025). Application of RME to Improve Numeracy and Reduce Math Anxiety using Liveworksheets and Geogebra. PRISMA, 14(1), 64–76. https://doi.org/10.35194/jp.v14i1.4993
Cai, J., Kaiser, G., & Leikin, R. (2025). The relationship of mathematical modelling education to problem solving, problem posing, and creativity. In International Horizons in Mathematics Modelling Education (pp. 47–67). Springer. https://doi.org/10.1007/978-3-031-53533-8_3
Diana, N., Agustinasari, A., Khatimah, H., Ibnusaputra, M., Adiansha, A. A., & Muslim, M. (2025). HOTS Geometry Analysis on Critical Thinking and Numeracy Skills Reviewed Learning Style and Gender. Edumatica: Jurnal Pendidikan Matematika, 15(2), 245–264. https://doi.org/10.22437/edumatica.v15i2.44262
Erprabowo, A., & Caswita, C. (2023). Students' creative thinking ability through open-ended problem learning. Mathline: Jurnal Matematika dan Pendidikan Matematika, 8(3), 845–856. https://doi.org/10.31943/mathline.v8i3.456
Gravemeijer, K., Figueiredo, N., van Galen, F., Keijzer, R., & Munk, F. (2016). Measurement and geometry in upper primary school. SensePublishers. https://doi.org/10.1007/978-94-6300-746-7
Guilford, J.P. (1967). The nature of human intelligence. McGraw-Hill.
Gunawan, G., Ferdianto, F., Mulyatna, F., & Untarti, R. (2025). The profile of the creative thinking process: Prospective mathematics teachers. Journal of Educational Sciences (JES),?12(2). https://doi.org/10.36987/jes.v12i2.6915
Huda, N., Syaiful, T., Gustiningsi, T., & Nofverma, N. (2025). Students’ metacognitive ability in solving mathematical problems based on information processing theory in a discrete mathematics course. Edumatica: Jurnal Pendidikan Matematika, 15(2). https://doi.org/10.22437/edumatica.v15i2.44689
Istikomah, E., Suripah, S., Abdurrahman, A., Yulianti, A., & Putri, C. H. D. (2024). Students’ geometric creative thinking skills: An analytical study. Kreano: Jurnal Matematika Kreatif-Inovatif, 15(2), 566–577.
Khasanah, U. (2019). Proses berpikir kreatif siswa dalam memecahkan soal cerita pokok bahasan SPLDV berdasarkan tahapan Wallas ditinjau dari gaya belajar. Repository Universitas Jember. http://repository.unej.ac.id/handle/123456789/90991
Kurniawati, N. (2018). Mengakses dan memonitor kemampuan berpikir kreatif matematis siswa kelas V sekolah dasar dalam pembelajaran matematika. Jurnal Prisma, 7(1). https://jurnal.unsur.ac.id/prisma
Kushendri, K., & Zanthy, L. S. (2019). Analisis kemampuan pemecahan masalah matematis siswa SMA. Journal on Education, 1(1), 94–100.
Lestari, A., Septian, A., Inayah, S., & Suryakancana, U. (2024). The Influence of Learning Motivation and Numeracy on High School Students. PRISMA, 13(1), 81–89. https://doi.org/10.35194/jp.v13i1.4140
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center, Boston College. https://timssandpirls.bc.edu/timss2019/international-results/
Nisaa, R. H., Septian, A., & Monariska, E. (2024). Analysis of Mathematical Critical Thinking Ability Reviewed from Student Personality. PRISMA, 13(2), 288–294. https://doi.org/10.35194/jp.v13i2.4800
OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en
Potur, A. A., & Barkul, O. (2009). Gender and creative thinking in education: A theoretical and experimental overview. Journal ITU A | Z, 6(2), 44–57.
Pratiwi, N. I., Susiswo, S., & Rahardi, R. (2023). Berpikir kreatif siswa dalam memecahkan masalah open-ended pada materi bangun datar SMP. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(3), 2299–2312. https://doi.org/10.31004/cendekia.v7i3.2616
Putri, R. A., Viantasari, E., Khoirunnisya, M., & Fatah, Z. (2023). Konstruksi rumus luas segiempat dan segitiga menggunakan media Gospel berbasis konstruktivis-metakognitif. Prisma, 12(1), 93. https://doi.org/10.35194/jp.v12i1.2770
Sari, S. J., & Yuwono, T. (2020). Kesalahan siswa dalam mengerjakan soal sistem persamaan linear dua variabel berdasarkan kriteria Watson. Jurnal Tadris Matematika, 3(2), 219–228. https://doi.org/10.21274/jtm.2020.3.2.219-228
Schoevers, E. M., Kroesbergen, E. H., Moerbeek, M., & Leseman, P. P. M. (2022). The relation between creativity and students’ performance on different types of geometrical problems in elementary education. ZDM – Mathematics Education, 54(1), 133–147. https://doi.org/10.1007/s11858-021-01315-5
Simamora, R. E., & Kamara, J. G. (2024). Unlocking mathematical
creativity: How students solve open-ended geometry problems. Jurnal Pendidikan MIPA, 25(1), 66–86. https://doi.org/10.23960/jpmipa/v25i1.pp66-86
Siswono, T. Y. E. (2018). Pembelajaran Matematika Berbasis Pengajuan Masalah dan Pemecahan Masalah. Bandung: PT Remaja Rosdakarya.
Torrance, E. P. (1974). Torrance tests of creative thinking. Bensenville, IL: Scholastic Testing Service.
Vitara, R. A., Prayito, M., & Kusumaningsih, W. (2022). Analisis kemampuan berpikir kreatif siswa SMP dalam menyelesaikan soal open-ended pada materi bangun datar segiempat. Imajiner: Jurnal Matematika dan Pendidikan Matematika, 4(3), 260–267. https://doi.org/10.26877/imajiner.v4i3.9859
Wallas, G. (1926). The art of thought. Jonathan Cape.
Wulandari, D. P., Susiswo, S., & Sulandra, I. M. (2021). Proses kemampuan berpikir kreatif siswa matematika berdasarkan masalah open-ended pada materi bangun datar. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(3), 2198–2207. https://doi.org/10.31004/cendekia.v5i3.847
Yenti, I. N., Fernando, E., & Afriyani, D. (2023). Analisis kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal HOTS pada materi statistika. Prisma, 12(1), 139. https://doi.org/10.35194/jp.v12i1.3034
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