From Routine to Remarkable: Revealing Students’ Creative Thinking in Mathematical Problem Solving

Abstract

This study aims to analyze the creative thinking ability of fourth grade students in solving mathematical word problems, specifically on measurement topics. The research employed a descriptive qualitative approach involving 16 students of class IVB at SDN Perwira VII, Bekasi. Data were collected through tests, interviews, and observations, and validated using triangulation techniques. The analysis focused on three indicators of creative thinking: fluency, flexibility, and novelty. The findings reveal that students demonstrated varied levels of creative thinking. A small group of students achieved high fluency and originality in solving problems independently, while most students were still limited to linear thinking patterns and relied heavily on examples given by the teacher. The results emphasize the need for innovative teaching strategies that encourage exploration, multiple solution approaches, and contextual problem-solving. This study contributes to understanding how elementary school students develop creative thinking skills in mathematics and provides insights for improving classroom practices.