KEMAMPUAN BERPIKIR KREATIF SISWA SMP DALAM PENGAJUAN MASALAH SPLDV DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT

CREATIVE THINKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS IN PRESENTING SPLDV PROBLEMS AS VIEWED THROUGH THE LENS OF FIELD-DEPENDENT AND FIELD-INDEPENDENT COGNITIVE STYLES

Kemampuan berpikir kreatif merupakan salah satu kemampuan berpikir tingkat tinggi yang penting dimiliki siswa. Namun, kemampuan berpikir kreatif siswa masih tergolong rendah. Salah satu kegiatan yang dapat digunakan untuk mengembangkan kemampuan berpikir kreatif siswa adalah pengajuan masalah (problem posing). Selain itu, kemampuan berpikir kreatif siswa dapat dipengaruhi oleh gaya kognitif yang dimiliki, yaitu gaya kognitif Field Dependent dan Field Independent. Penelitian kualitatif ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif siswa SMP dalam pengajuan masalah SPLDV berdasarkan gaya kognitif Field Dependent dan Field Independent. Subjek penelitian terdiri atas dua siswa kelas VIII yang dipilih berdasarkan hasil Group Embedded Figures Test (GEFT), yaitu satu siswa dengan gaya kognitif Field Dependent dan satu siswa dengan gaya kognitif Field Independent, yang memiliki kemampuan matematika tinggi dan setara. Data dikumpulkan melalui tugas pengajuan masalah SPLDV, dan wawancara. Data kemudian dianalisis berdasarkan indikator kemampuan berpikir kreatif menurut Silver, yaitu kefasihan (fluency), fleksibilitas (flexibility), dan kebaruan (novelty). Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir kreatif antara siswa bergaya kognitif Field Dependent dan Field Independent. Siswa Field Dependent memenuhi indikator kefasihan karena mampu mengajukan dua masalah SPLDV dengan atribut yang berbeda dan menyelesaikannya dengan benar, namun belum memenuhi indikator fleksibilitas dan kebaruan. Sementara itu, siswa Field Independent memenuhi ketiga indikator kemampuan berpikir kreatif. Pada indikator kefasihan, siswa mampu mengajukan dua masalah SPLDV dengan atribut yang berbeda dan menyelesaikannya dengan benar. Pada indikator fleksibilitas, siswa mampu menggunakan lebih dari satu strategi penyelesaian untuk memperoleh hasil yang sama. Pada indikator kebaruan, siswa mampu mengembangkan masalah yang berbeda dari soal yang biasa diberikan guru dengan menambahkan atribut dan aturan baru berupa sistem poin dan potongan harga. Berdasarkan tingkat kemampuan berpikir kreatif, siswa Field Dependent berada pada tingkat 1 (kurang kreatif), sedangkan siswa Field Independent berada pada tingkat 4 (sangat kreatif). Temuan penelitian ini dapat menjadi dasar bagi penelitian selanjutnya untuk mengkaji lebih mendalam faktor-faktor yang menyebabkan siswa dengan gaya kognitif field dependent belum mampu memenuhi indikator fleksibilitas dan kebaruan dalam pengajuan masalah matematika.

Kata Kunci: kemampuan berpikir kreatif, pengajuan masalah, SPLDV, gaya kognitif Field Dependent, gaya kognitif Field Independent. 

Creative thinking is one of the essential higher-order thinking skills that students should possess. However, students’ creative thinking skills remain relatively low. One activity that can be used to develop students’ creative thinking skills is problem posing. In addition, students’ creative thinking skills can be influenced by their cognitive styles, namely Field-Dependent and Field-Independent cognitive styles. This qualitative study aims to describe the creative thinking skills of junior high school students in posing SPLDV problems based on Field-Dependent and Field Independent cognitive styles. The research subjects consisted of two eighth-grade students selected based on their results on the Group Embedded Figures Test (GEFT)—one student with a Field Dependent cognitive style and one with a Field-Independent cognitive style—both of whom possessed high and comparable mathematical abilities. Data were collected through SPLDV problem-formulation tasks and interviews. The data were then analyzed based on Silver’s indicators of creative thinking ability: fluency, flexibility, and novelty. The results of the study indicate that there are differences in creative thinking abilities between students with Field-Dependent and Field-Independent cognitive styles. Field-Dependent students met the fluency indicator because they were able to pose two SPLDV problems with different attributes and solve them correctly; however, they did not meet the flexibility and novelty indicators. Meanwhile, Field-Independent students met all three indicators of creative thinking ability. For the fluency indicator, students were able to propose two SPLDV problems with different attributes and solve them correctly. For the flexibility indicator, students were able to use more than one solution strategy to achieve the same result. For the novelty indicator, students were able to develop problems different from those typically given by teachers by adding new attributes and rules in the form of a point system and discounts. Based on their level of creative thinking ability, Field-Dependent students were at Level 1 (less creative), while Field-Independent students were at Level 4 (highly creative). The findings of this study can serve as a basis for further research to examine in greater depth the factors that cause students with a Field-Dependent cognitive style to be unable to meet the flexibility and novelty indicators when formulating mathematical problems. 

Keywords: creative thinking ability, problem posing, SPLDV, Field-Dependent cognitive style, Field-Independent cognitive style.