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All Journal Journal of Mathematics Instruction, Social Research and Opinion
Maifa Munsyaila Putri
Universitas Jambi
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Students' Creative Thinking Indicators in Solving Open-Ended Problems Across Different Levels of Mathematical Ability Maifa Munsyaila Putri; Rohati Rohati; Duano Sapta Nusantara
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1364

Abstract

Previous studies have examined mathematical creative thinking in open-ended problem solving; however, qualitative investigations that explicitly trace the emergence of each creative thinking indicator — fluency, flexibility, originality, and reasoning depth — across different mathematical ability levels remain limited. Departing from the traditional elaboration indicator, this study adopts reasoning depth to more accurately capture students' process-oriented mathematical reasoning, representing a conceptual novelty in the assessment framework applied. This study aims to describe how students' mathematical creative thinking indicators emerge in solving open-ended problems based on mathematical ability. A descriptive qualitative approach was employed with six students from SMA Negeri 14 Kota Jambi, Indonesia, representing high, medium, and low mathematical ability levels. Data were collected through written tests and semi-structured interviews and analyzed through data reduction, data display, and conclusion drawing. The findings indicate that mathematical ability shapes students' creative thinking profiles but does not guarantee the development of all indicators. Fluency and reasoning depth emerged more consistently among high-ability students, while originality remained the most constrained indicator across all groups, regardless of ability level. Medium-ability students showed inconsistent indicator emergence, whereas low-ability students exhibited limited development across all four indicators. These findings imply the need for instructional designs that integrate open-ended tasks with strategies explicitly promoting divergent thinking, strategic flexibility, and reflective reasoning across all ability levels.
Exploring Creative Thinking in Solving Open-Ended Statistical Problems: A Descriptive Study of Grade 12 Learners at SMA Negeri 14 Jambi Maifa Munsyaila Putri; Rohati Rohati; Duano Sapta Nusantara
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.789

Abstract

This study examines the creative thinking of Grade 12 students in solving open-ended statistical problems. The research addresses the problem of limited understanding of how students with different mathematical ability levels demonstrate creative thinking when working with open-ended statistical tasks, and aims to describe the fluency, flexibility, originality, and elaboration reflected in their solutions. Three students representing high, medium, and low achievement levels were selected through purposive sampling to capture varied mathematical abilities. Data were collected through written tests and interviews, and analyzed using indicators of fluency, flexibility, originality, and elaboration. An exploratory, qualitative approach was employed to gain in-depth insights into students’ reasoning processes. Results show that the high-achieving student generated two valid datasets (mean = 25, median = 23, mode = 20), the medium-achieving student produced one nearly accurate dataset (mean = 24.9), and the low-achieving student produced a dataset with a mean of 23.5. For the second problem, all students obtained b = 12, but only the high-achieving student justified why it is the minimum. In the third problem, all calculated the average yield as 1.225 tons, yet only the high-achieving student provided a contextual interpretation. These findings indicate that open-ended tasks reveal clear differences in students’ creative thinking. The results suggest that incorporating open-ended problems into statistics lessons can enhance students’ creative mathematical reasoning and support the development of higher-order thinking.
Co-Authors Duano Sapta Nusantara Rohati