EKSPLORASI KETERAMPILAN BERPIKIR KREATIF SISWA DALAM MASALAH NUMERASI DITINJAU DARI GAYA KOGNITIF

Authors

  • Putri Kholifatun Diniah Department of Mathematics Education, Muhammadiyah University of Jember, Indonesia
  • Hana Puspita Eka Firdaus Department of Mathematics Education, Muhammadiyah University of Jember, Indonesia https://orcid.org/0000-0002-4107-8053
  • Chusnul Khotimah Galatea Department of Mathematics Education, Muhammadiyah University of Jember, Indonesia https://orcid.org/0000-0002-4572-5449

DOI:

https://doi.org/10.31100/histogram.v9i2.4246

Keywords:

Creative Thinking, Numeracy, Cognitive Style

Abstract

ABSTRAK

Penelitian ini bertujuan untuk mengeksplorasi keterampilan berpikir kreatif siswa dalam menyelesaikan soal numerasi ditinjau dari gaya kognitif yang dimiliki, yaitu sistematik, terintegrasi, dan terpisah (split). Penelitian ini menggunakan pendekatan kualitatif jenis eksploratif, dengan subjek tiga siswa kelas VIII yang masing-masing merepresentasikan satu gaya kognitif. Pengumpulan data dilakukan melalui angket gaya kognitif, pemberian soal numerasi, wawancara, dan dokumentasi hasil kerja siswa. Analisis data dilakukan secara deskriptif kualitatif berdasarkan indikator kreativitas meliputi fluency, flexibility, originality, dan elaboration. Hasil penelitian menunjukkan bahwa setiap gaya kognitif menunjukkan kecenderungan yang berbeda dalam menampilkan keterampilan berpikir kreatif. Siswa dengan gaya sistematik hanya memenuhi satu dari empat indikator, yakni pada fluency. Siswa dengan gaya terintegrasi menunjukkan pemenuhan pada dua dari empat indikator, terutama fluency dan flexibility. Adapun siswa dengan gaya terpisah menunjukkan pemenuhan tinggi pada keempat indikator. Temuan ini memberikan gambaran bahwa gaya kognitif berperan dalam membentuk variasi cara berpikir kreatif siswa, dan dapat dijadikan dasar pertimbangan dalam merancang pembelajaran numerasi yang responsif dan adaptif.

ABSTRACT

This study explored students' creative thinking skills in solving numeracy problems regarding their cognitive styles: systematic, integrated, and split. An exploratory qualitative approach was employed with three eighth-grade students as subjects, each representing one cognitive style. Data were collected through a cognitive style questionnaire, numeracy problem tasks, interviews, and documentation of students' work. Data were analysed descriptively based on creativity indicators, including fluency, flexibility, originality, and elaboration. The findings revealed that each cognitive style exhibited different tendencies in demonstrating creative thinking skills. Students with a systematic style achieved only one of the four indicators: fluency. Students with an integrated style achieved two indicators, particularly fluency and flexibility. Meanwhile, students with a split style demonstrated strong achievement across all four indicators. Cognitive styles play a significant role in shaping variations in students' creative thinking processes and may serve as a foundation for designing responsive and adaptive numeracy instruction.

Author Biographies

Putri Kholifatun Diniah, Department of Mathematics Education, Muhammadiyah University of Jember

Putri Kholifatun Diniah is a student of the Mathematics Education Program at Muhammadiyah university of Jember.

Hana Puspita Eka Firdaus, Department of Mathematics Education, Muhammadiyah University of Jember

Hana Puspita Eka Firdaus is a lecturer at the Department of Mathematics Education, Muhammadiyah University of Jember. Her research focuses on mathematics education, especially mathematical problem-solving, numeracy, and learning styles. She has published several studies emphasizing innovative and contextual approaches to enhance students’ mathematical understanding.

Chusnul Khotimah Galatea, Department of Mathematics Education, Muhammadiyah University of Jember

Chusnul Khotimah Galatea is a Department of Mathematics Education lecturer at Muhammadiyah University of Jember. Her research focuses on the development of learning media, numerical literacy, and technology integration in mathematics education. She publishes in national and international journals and participates in community service programs to improve teachers’ professional competence.

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Published

2025-09-30

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Vol. 9 No. 2 (2025): Histogram: Jurnal Pendidikan Matematika

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