Abstract

Divergent thinking and convergent thinking play a very important role in a person's creative thinking process to solve problems and these two types of thinking are related to hemispheric functions that will affect the way a person perceives information processing. This makes research important. The purpose of this study was to obtain a picture of divergent thinking and convergent thinking in the mathematical creative thinking process in terms of brain dominance. The research method used is qualitative with a descriptive exploratory approach. The instruments used were mathematical creative thinking questions, brain dominance tests, and unstructured interviews. The result of this research is that students who dominate the left brain in the creative thinking process are more dominant in convergent thinking, students who dominate the balanced brain in the creative thinking process are balanced in divergent thinking and convergent thinking, while student who dominate the right brain in the creative thinking process are more dominant in divergent thinking.

Highlights

  • Guilford (Cropley, 2006) introduced convergent dan divergent thinking concepts in creativity

  • Convergent and divergent thinking have their own significance in the creative thinking process to solve problems

  • Convergent and divergent thinking are needed in preparation, incubation, illumination, and verification stages during the creative thinking process (Cropley, 2006)

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Summary

Introduction

Guilford (Cropley, 2006) introduced convergent dan divergent thinking concepts in creativity. Divergent thinking can create new ideas, while convergent thinking can choose the necessary concepts and relate these ideas to solve problems. In other words, these two types of thinking complement each other in creative thinking to solve problems. Convergent and divergent thinking are needed in preparation, incubation, illumination, and verification stages during the creative thinking process (Cropley, 2006). Indicator’s guidelines of the relationship between convergent and divergent thinking with creative thinking process stages, according to Wallas, are combined from two sources namely a thesis written by Sukmaangara (2020) and an article by Cropley (2006). The indicator guidelines are presented in the following table: 54 Southeast Asian Mathematics Education Journal, Volume 11, No 1 (2021)

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