Creative Thinking Process Based on Wallas Model in Solving Mathematics Problem

Hevy Risqi Maharani,Budi Waluya,Sukestiyarno Sukestiyarno

doi:10.12928/ijeme.v1i2.5783

Abstract

It’s difficult for junior high school’s teacher to get position and foster their students who’re still in transition in creative thinking. This study evaluated creative thinking process based on a model of Wallas (2014). Subjects were categorized into upper, middle, and low category after doing creative thinking ability test. The variable is an existence of junior high school’s students in solving a mathematics problem. Data were analyzed through classification, data representation, and conclusions. The results showed 1) 23,33% of students only reached preparation stage, called low category, 2) 60% of students reached illumination stage though students take a long time, called middle category, and 3) 16,67% of students have completed up to verification stage, called upper category. By deepening triangulation interview, right students in that category. Students in low and middle category still need assistance when experiencing obstacle in the creative thinking process, while upper category needs of enrichment materials.

Highlights

The development of creative thinking is expected to be the focus of mathematics education in which students are given the freedom to try to give original or new possible solutions from themselves (Kwon, Park, & Park, 2006)
The procedure of this study as follows: 1) provide a test of mathematics problem solving to students; 2) analyze the results of students in solving mathematics problem to identify the abilities of students in creative thinking; 3) conduct interviews for students to know their creative thinking process in solving mathematics problem; 4) analyze the results of interviews
For students in upper category, they went through the stages of creative thinking process of Wallas very well

Summary

Introduction

The development of creative thinking is expected to be the focus of mathematics education in which students are given the freedom to try to give original or new possible solutions from themselves (Kwon, Park, & Park, 2006). It means, learning mathematics should avoid the use of traditional learning methods that leads to convergent thinking in which students only remember mathematical theorems and Received February 7, 2017; Revised August 22, 2017; Accepted August 29, 2017. Structure of the cognitive process dimension includes remember, understand, apply, analyze, evaluate, and create.

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Conclusion