Creative thinking process of eighth graders in solving open-ended problems on triangles and quadrilaterals

Abstract

The aim of this research is to describe the creative thinking process of eighth graders in solving open-ended problems on triangles and quadrilaterals. This research uses descriptive qualitative descriptive research methods. The description of the creative thinking process of eighth graders in solving open-ended problems on triangles and quadrilaterals uses three indicators namely fluency, flexibility, and originality. Based on results of the research, it can be concluded that the students’ creative thinking process of eighth graders in solving open-ended problems described using three indicators: fluency, flexibility, and originality. For fluency indicators, the subjects present a variety of images and strategies for solving problems correctly and clearly. For flexibility indicators, the subjects present images with different points of view. At the beginning of thought, some subjects only present rectangles and triangles. After thinking with different points of view, the subjects combine several images into combination forms. For the indicator of originality, the subjects bring up ideas that are new and unique. The subjects have a new thought to present images using the definition of 1 unit area.