CREATIVE THINKING ABILITY OF STUDENTS WITH THEORIST AND PRAGMATIST LEARNING STYLES IN SOLVING NUMBER OPERATION PROBLEMS

CREATIVE THINKING ABILITY OF STUDENTS WITH THEORIST AND PRAGMATIST LEARNING STYLES IN SOLVING NUMBER OPERATION PROBLEMS

Kemampuan berpikir kreatif merupakan keterampilan penting dalam pembelajaran matematika untuk menghadapi tantangan abad ke-21. Penelitian ini bertujuan mendeskripsikan kemampuan berpikir kreatif siswa dengan gaya belajar teoris dan pragmatis dalam menyelesaikan masalah pada materi operasi bilangan. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek dua siswa, masing-masing mewakili gaya belajar teoris dan pragmatis, yang dipilih melalui teknik purposive sampling dari 27 siswa kelas VII. Instrumen penelitian meliputi Learning Style Questionnaire (LSQ), tes pemecahan masalah, dan pedoman wawancara. Data dikumpulkan melalui metode angket, tes, dan wawancara, kemudian dianalisis berdasarkan indikator kelancaran, keluwesan, keorisinalan, dan elaborasi. Hasil penelitian menunjukkan bahwa siswa dengan gaya belajar teoris memenuhi  3 aspek berpikir kreatif yakni fluency, flexibility dan elaboration dengan kecenderung menghasilkan solusi yang terstruktur dan logis. Sebaliknya, siswa dengan gaya belajar pragmatis memenuhi  semua aspek berpikir kreatif yakni fluency, flexibility, origanility dan elaboration dengan kecenderungan lebih praktis dan fleksibel, serta mampu menunjukkan keorisinalan melalui strategi unik, meskipun masih terbatas pada keakuratan asumsi. Kesimpulannya, kemampuan berpikir kreatif dipengaruhi oleh gaya belajar siswa. Guru disarankan untuk memberikan latihan yang melatih seluruh aspek berpikir kreatif guna meningkatkan variasi dan kualitas solusi siswa.

Kata kunci: Berpikir kreatif, gaya belajar teoris, gaya belajar pragmatis, menyelesaikan masalah

Creative thinking ability is an important skill in mathematics learning to face the challenges of the 21st century. This study aims to describe the creative thinking ability of students with theorist and pragmatist learning styles in solving number operation problems. This study uses a qualitative descriptive approach with two students as subjects, each representing theorist and pragmatist learning styles, selected through purposive sampling techniques from 27 grade VII students. The research instruments include the Learning Style Questionnaire (LSQ), problem-solving test, and interview guidelines. Data were collected through questionnaires, tests, and interviews, then analyzed based on indicators of fluency, flexibility, originality, and elaboration. The results showed that students with theorist learning styles met 3 aspects of creative thinking, namely fluency, flexibility and elaboration with a tendency to produce structured and logical solutions. In contrast, students with pragmatist learning styles met all aspects of creative thinking, namely fluency, flexibility, originality and elaboration with a tendency to be more practical and flexible, and were able to show originality through unique strategies, although still limited to the accuracy of assumptions. In conclusion, creative thinking ability is influenced by students' learning styles. Teachers are advised to provide exercises that train all aspects of creative thinking to increase the variety and quality of students' solutions.

Keywords: Creative thinking, theorist learning style, pragmatist learning style, problem solving