Primary students' creative thinking in solving mathematical literacy problems
DOI:
https://doi.org/10.22219/jp2sd.v13i2.40041Keywords:
Creative thinking, Mathematical literacy, Primary studentsAbstract
In general, the creative thinking of primary students is still low. Meanwhile, creative thinking is needed for students to solve problems more innovatively. On the other hand, solving skills in mathematical literacy are needed for students to solve real problem contexts. Empirical phenomena show the existence of students’ creative thinking in solving mathematical literacy problems. While existing studies have not been able to analyze it. This study aimed to analyze primary students' creative thinking in solving mathematical literacy problems. The research used a qualitative method with a case study design. The research subjects were 15 fourth-grade primary students grouped based on high, moderate, and low levels of each creative component (fluency, flexibility, originality, and elaboration). Instruments used tests and interviews. Data analysis used data reduction, presentation, and conclusion, as well as triangulation. The findings of this study are that primary students’ creative thinking has a low level in all components of creative thinking. In this case, the components of creative thinking from highest to lowest, namely fluency, originality, elaboration, and flexibility. Based on this, high, moderate, and low types of creative thinking can be categorized. High and moderate types of creative thinking are dominant in flexibility and originality. Meanwhile, low-type creative thinking is dominant in terms of fluency and elaboration. The implications of the study suggest that educators can further elaborate on the aspects of creative thinking in terms of flexibility and originality so that students can reach high levels of creative thinking. Future studies are recommended to analyze further the factors of mathematical literacy that affect students' creativity levels, such as formulation, employ, and interpretation.
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