Analysis of Elementary School Students' Creative Thinking in Solving Mathematical Problems Based on Level of Mathematical Understanding

Abstract

Creative thinking is an essential mathematics competency, supporting idea generation, strategy selection, and non-routine problem solving. At the elementary level, it must be developed systematically so students move beyond routine procedures toward flexible, logical, reflective thinking. This study describes sixth-grade students' creative thinking in solving data-handling problems by level of mathematical understanding. Using a qualitative descriptive approach, three sixth-grade students at UPT SD Negeri 099 Masamba were purposively selected for high, moderate, and low understanding levels. Data were collected through a creative-thinking test and semi-structured interviews, analyzed using fluency, flexibility, originality, and elaboration indicators. Credibility was strengthened through triangulation of written responses and interviews; data were processed through reduction, display, verification, and conclusion drawing. The high-ability student displayed all four indicators strongly and consistently, proposing alternative strategies, adjusting solution steps, developing logical plans, and re-checking solutions. The moderate-ability student showed all indicators but was inconsistent in exploring ideas, developing solutions, and evaluating answers. The low-ability student showed limitations in independently generating strategies, developing solutions, and explaining reasoning in detail. These findings show that understanding level relates to differences in students' creative-thinking characteristics in problem solving. Instruction should therefore give students room to explore strategies, explain reasoning, and reflect on solutions.