Analysis Of Students' Mathematical Creative Thinking Abilities With Problem-Based Learning Reviewed Based On Student Learning Styles

Feby Armelia Rosi (State University Of Medan)
Mulyono Mulyono (Universitas Negeri Medan)
Edy Surya (Universitas Negeri Medan)

Jurnal Daya Matematis
Vol 14, No 2 (2026): Juli

This study examines students' mathematical creativity using problem-based learning strategies based on their learning styles. This qualitative descriptive study includes 28 Adhyaksa Middle School Medan class VIII-B students. Research methods included mathematical creative thinking tests, Kolb learning type surveys, and interviews. Data were reduced, presented, and analysed by classifying students' abilities by accommodation, divergent, assimilation, and convergent learning styles. After using problem-based learning methods, students' mathematical creativity varied. Of the 28 students, 6 (21.43%) had an accommodation learning style with a level of mathematical creative thinking ability for the medium category (2 students) and the low category (4 students); 10 (35.71%) had a divergent learning style for the high category (2 students), medium category (3 students), and low category (5 students). Assimilation learning style has 2 medium students and 6 low students, while convergent learning style has 2 medium students and 2 low students. Each learning style also has different student challenges. The difficulties of students with accommodation learning styles, students with low categories experience difficulties in the principle indicators and students in the medium category experience difficulties in the principle indicators; for the difficulties of students with divergent learning styles, students with low categories experience difficulties in the concept and principle indicators, students in the medium category experience difficulties in the concept indicators and, students in the high category experience difficulties in the principle indicators; for the difficulties of students with assimilation learning styles, students with low categories experience difficulties in the verbal problem indicators and students in the medium category experience difficulties in the concept indicators; for the difficulties of students with convergent learning styles, students with low categories experience difficulties in the principle indicators and students in the medium category experience difficulties in the principle indicators.