Divergent Thinking Process of Prospective Mathematics Teachers: A Case Study of an Open-Ended Problem

Abstract

Divergent thinking is important for fostering creativity. This study aims to analyze the process of divergent thinking in solving open-ended problems and its cognitive characteristics. The method applied is qualitative. Researchers obtained data with test and interview techniques. Data analysis consists of reduction, display, and conclusion. Based on the level of creativity, three students were taken as informants by purposive sampling. Researchers determine the divergent thinking process from identification, exploration, construction, and evaluation. Students in the very creative, creative, and quite creative categories can write down initial information and the core of the problem. The exploration phase provides information to obtain an initial solution. Students are quite creative not to write down relevant information due to a lack of initial knowledge. Students in the very creative and creative category can create different and new ideas at the construction stage. The main focus at the evaluation stage is examining the completion process and the relevance of the answers to the problem.