Berpikir Kreatif Siswa dalam Menyelesaikan Soal Numerasi Ditinjau dari Habit of Mind

Abstract

Creative thinking is an essential skill that students are required to
develop in the 21st century, and numeracy tasks represent one form of
assessment that can be used to foster this ability. However, students’
proficiency in solving numeracy problems has not yet developed optimally,
highlighting the need to identify the factors that influence it. One such factor
is habit of mind. This study aims to describe students’ creative thinking across
high, moderate, and low levels of habit of mind in solving numeracy problems.
This study employed a qualitative approach using a case study design. The
participants consisted of two eighth-grade students from SMP Negeri 40
Surabaya with different levels of habit of mind (high and low), equivalent high
mathematical ability, and the same gender. The instruments used in this study
included a habit of mind questionnaire, a mathematics ability test, numeracy
tasks, and interviews. The data, in the form of students’ test results, were
analyzed based on creative thinking indicators and supported by interview
data. The findings indicate that students with a high level of habit of mind are
able to generate multiple solution alternatives (fluency), apply a range of
approaches (flexibility), and produce original ideas (originality). In contrast,
students with a low level of habit of mind are able to demonstrate fluency and
flexibility but have limited ability to produce original ideas. Furthermore, their
capacity to explore solutions and consider multiple perspectives remains
constrained. These findings highlight the importance of considering habit of
mind as a key aspect in mathematics instruction to support the development
of students’ creative thinking skills.