Mathematical Creative Thinking Skill of Middle-Ability Students in Solving Contextual Problems

摘要

The purpose of this study is to describe mathematical creative thinking skill of junior high school students who have the middle ability in solving contextual problems. This study is a case study on a junior high school which has average-ability students in mathematics. Seventeen students took a mathematics test. Based on the results of students' answers and communication skills, 4 subjects who have the middle ability in the mathematics test were chosen based on students' answer of contextual problems to test students' creative thinking skill. Data were collected through observation, tests, and interviews. The result of the research is there are differences in students achievement based on indicators of creative thinking skill: fluency, flexibility, and novelty. Two subjects can fulfill two indicators, namely fluency and flexibility, and 2 other subjects can fulfill one indicator, namely fluency. The differences are expected to be used as a reference for teachers in providing various open-ended contextual mathematical problems so that students are accustomed to write more than one answers or strategies in solving problems so that they can improve their creative thinking skill.