KEMAMPUAN BERPIKIR KREATIF MATEMATIS PESERTA DIDIK DALAM MENYELESAIKAN SOAL TERBUKA PADA MATERI LINGKARAN DI SMP NEGERI HUBAKMA KABUPATEN YALIMO

Abstract

Abtrak: Penelitian ini bertujuan mendeskripsikan kemampuan berpikir kreatif matematis peserta didik kategori tinggi, sedang, dan rendah dalam menyelesaikan soal terbuka (open-ended problem) pada materi lingkaran di SMP Negeri Hubakma Kabupaten Yalimo. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek enam peserta didik kelas VIII yang dipilih secara purposif berdasarkan hasil tes awal, yaitu dua subjek kategori tinggi, dua subjek kategori sedang, dan dua subjek kategori rendah. Instrumen penelitian meliputi peneliti sebagai instrumen utama, tes berpikir kreatif matematis, pedoman wawancara, observasi, dan catatan lapangan. Data dianalisis melalui kondensasi data, penyajian data, penarikan kesimpulan, serta pengecekan keabsahan melalui perpanjangan pengamatan, peningkatan ketekunan, dan triangulasi waktu. Hasil penelitian menunjukkan bahwa subjek kategori tinggi mampu memunculkan indikator kefasihan, keluwesan, keaslian, dan elaborasi meskipun masih ditemukan kekeliruan kecil pada hasil akhir. Subjek kategori sedang mampu memunculkan kefasihan dan keluwesan, tetapi keaslian serta elaborasi belum konsisten. Subjek kategori rendah terutama memperlihatkan kefasihan, sedangkan keluwesan, keaslian, dan elaborasi belum berkembang secara memadai. Temuan ini menegaskan bahwa soal terbuka pada materi lingkaran dapat digunakan untuk memetakan profil berpikir kreatif matematis sekaligus menunjukkan perlunya pembelajaran yang lebih sering memberi ruang bagi peserta didik untuk menemukan lebih dari satu strategi penyelesaian. Kata kunci: berpikir kreatif matematis, soal terbuka, open-ended problem, lingkaran, matematika SMP. Abstract: This study aims to describe students' creative mathematical thinking ability in the high, moderate, and low categories when solving open-ended problems on circle material at SMP Negeri Hubakma, Yalimo Regency. This research employed a descriptive qualitative approach involving six eighth-grade students selected purposively based on an initial test: two students in the high category, two in the moderate category, and two in the low category. The instruments consisted of the researcher as the main instrument, a creative mathematical thinking test, interview guidelines, observation, and field notes. The data were analyzed through data condensation, data display, conclusion drawing, and validity checking through prolonged observation, increased persistence, and time triangulation. The findings indicate that students in the high category were able to demonstrate fluency, flexibility, originality, and elaboration, although minor computational errors were still found. Students in the moderate category demonstrated fluency and flexibility, but originality and elaboration were not yet consistent. Students in the low category mainly demonstrated fluency, while flexibility, originality, and elaboration were not sufficiently developed. These findings suggest that open-ended circle problems can be used to map students' creative mathematical thinking profiles and highlight the need for mathematics instruction that provides more opportunities for students to develop multiple solution strategies. Keywords: creative mathematical thinking, open-ended problems, circles, junior high school mathematics.