Patterns of Mathematical Creative Thinking Process Based on Learning Styles in Graph Theory Learning
- 1Universitas Negeri Semarang
Abstract
Graph theory demands creative problem-solving skills, but students still experience difficulties in producing solutions. Although learning styles have been widely studied in mathematics education, studies examining their influence on students' mathematical creative thinking processes in graph learning are still limited. This research aims to identify the characteristics of the mathematical creative thinking process based on learning styles in graph learning. The research uses a qualitative approach with test instruments, questionnaires and interviews. Based on the results of the questionnaire, six types of learning styles were obtained, namely visual, auditory, read/write, kinesthetic, combined auditory–kinesthetic, and combined read/write–kinesthetic. Subjects were selected using purposive sampling with one student taken for each type of learning style so that the total number of subjects was 6 students. The data analysis technique uses an interactive analysis model consisting of data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that students with various learning styles exhibit almost the same pattern of creative thinking processes in solving graph theory problems. This similarity can be seen in the preparation stage where the problem information has not been written completely, the incubation and enlightenment stages where they still have difficulty understanding and solving the concepts of bipartition graphs and isomorphic graphs, and the verification stage which shows that subjects tend to only re-check the answers they understand so that it depends on the fulfillment of the illumination stage. Thus, this pattern of mathematical creative thinking processes is a consideration for lecturers in providing appropriate learning strategies based on the learning styles of students.
Abstrak
Teori graf menuntut keterampilan pemecahan masalah kreatif, namun mahasiswa masih mengalami kesulitan dalam menghasilkan solusi. Meskipun gaya belajar telah banyak dikaji dalam pendidikan matematika, kajian yang menelaah pengaruhnya terhadap proses berpikir kreatif matematis mahasiswa pada pembelajaran graf masih terbatas. Penelitian ini bertujuan mengidentifikasi karakteristik proses berpikir kreatif matematis berdasarkan gaya belajar dalam pembelajaran graf. Penelitian menggunakan pendekatan kualitatif dengan instrumen tes, angket, dan wawancara. Berdasarkan hasil angket diperoleh enam jenis gaya belajar, yaitu visual, auditory, read/write, kinesthetic, gabungan auditory–kinesthetic, dan gabungan read/write–kinesthetic. Subjek dipilih dengan purposive sampling dengan setiap jenis gaya belajar diambil satu mahasiswa sehingga jumlah subjek sebanyak 6 mahasiswa. Teknik analisis data menggunakan model analisis interaktif yang terdiri dari pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa dengan berbagai gaya belajar menunjukkan pola proses berpikir kreatif yang hampir sama dalam menyelesaikan masalah teori graf. Kesamaan tersebut terlihat pada tahap persiapan yang belum menuliskan informasi secara lengkap, tahap inkubasi dan iluminasi yang masih mengalami kesulitan memahami serta menyelesaikan konsep graf tertentu, dan tahap verifikasi yang menunjukkan seluruh subjek telah memeriksa kembali jawabannya. Hasil ini menunjukkan bahwa pembelajaran teori graf perlu dirancang dengan strategi yang dapat membantu mahasiswa memahami konsep dan mengembangkan proses berpikir kreatif secara lebih optimal.
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BibTeX
@article{rahmawati2026patterns,
title = {{Patterns of Mathematical Creative Thinking Process Based on Learning Styles in Graph Theory Learning}},
author = {Noviana Dini Rahmawati and St. Budi Waluya and Mulyono and Iqbal Kharisudin},
journal = {Kreano: Jurnal Matematika Kreatif-Inovatif},
year = {2026},
month = jun,
doi = {10.15294/kreano.v17i1.40911},
url = {https://doi.org/10.15294/kreano.v17i1.40911},
note = {CC BY-SA},
}
RIS
TY - JOUR
TI - Patterns of Mathematical Creative Thinking Process Based on Learning Styles in Graph Theory Learning
AU - Noviana Dini Rahmawati
AU - St. Budi Waluya
AU - Mulyono
AU - Iqbal Kharisudin
PY - 2026
DA - 2026/06/01
JO - Kreano: Jurnal Matematika Kreatif-Inovatif
DO - 10.15294/kreano.v17i1.40911
UR - https://doi.org/10.15294/kreano.v17i1.40911
AB - Graph theory demands creative problem-solving skills, but students still experience difficulties in producing solutions. Although learning styles have been widely studied in mathematics education, studies examining their influence on students' mathematical creative thinking processes in graph learning are still limited. This research aims to identify the characteristics of the mathematical creative thinking process based on learning styles in graph learning. The research uses a qualitative approach with test instruments, questionnaires and interviews. Based on the results of the questionnaire, six types of learning styles were obtained, namely visual, auditory, read/write, kinesthetic, combined auditory–kinesthetic, and combined read/write–kinesthetic. Subjects were selected using purposive sampling with one student taken for each type of learning style so that the total number of subjects was 6 students. The data analysis technique uses an interactive analysis model consisting of data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that students with various learning styles exhibit almost the same pattern of creative thinking processes in solving graph theory problems. This similarity can be seen in the preparation stage where the problem information has not been written completely, the incubation and enlightenment stages where they still have difficulty understanding and solving the concepts of bipartition graphs and isomorphic graphs, and the verification stage which shows that subjects tend to only re-check the answers they understand so that it depends on the fulfillment of the illumination stage. Thus, this pattern of mathematical creative thinking processes is a consideration for lecturers in providing appropriate learning strategies based on the learning styles of students. Abstrak Teori graf menuntut keterampilan pemecahan masalah kreatif, namun mahasiswa masih mengalami kesulitan dalam menghasilkan solusi. Meskipun gaya belajar telah banyak dikaji dalam pendidikan matematika, kajian yang menelaah pengaruhnya terhadap proses berpikir kreatif matematis mahasiswa pada pembelajaran graf masih terbatas. Penelitian ini bertujuan mengidentifikasi karakteristik proses berpikir kreatif matematis berdasarkan gaya belajar dalam pembelajaran graf. Penelitian menggunakan pendekatan kualitatif dengan instrumen tes, angket, dan wawancara. Berdasarkan hasil angket diperoleh enam jenis gaya belajar, yaitu visual, auditory, read/write, kinesthetic, gabungan auditory–kinesthetic, dan gabungan read/write–kinesthetic. Subjek dipilih dengan purposive sampling dengan setiap jenis gaya belajar diambil satu mahasiswa sehingga jumlah subjek sebanyak 6 mahasiswa. Teknik analisis data menggunakan model analisis interaktif yang terdiri dari pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa dengan berbagai gaya belajar menunjukkan pola proses berpikir kreatif yang hampir sama dalam menyelesaikan masalah teori graf. Kesamaan tersebut terlihat pada tahap persiapan yang belum menuliskan informasi secara lengkap, tahap inkubasi dan iluminasi yang masih mengalami kesulitan memahami serta menyelesaikan konsep graf tertentu, dan tahap verifikasi yang menunjukkan seluruh subjek telah memeriksa kembali jawabannya. Hasil ini menunjukkan bahwa pembelajaran teori graf perlu dirancang dengan strategi yang dapat membantu mahasiswa memahami konsep dan mengembangkan proses berpikir kreatif secara lebih optimal.
SN - 2086-2334
SN - 2442-4218
ER -