Research Article
The Analysis of the Mathematical Creative Thinking Process in Terms of Gender Based on Wallas' Theory
@INPROCEEDINGS{10.4108/eai.2-12-2021.2320280, author={Aris Baehaki and Nuranita Adiastuty and Nunu Nurhayati}, title={ The Analysis of the Mathematical Creative Thinking Process in Terms of Gender Based on Wallas' Theory}, proceedings={Proceedings of the 2nd Universitas Kuningan International Conference on System, Engineering, and Technology, UNISET 2021, 2 December 2021, Kuningan, West Java, Indonesia}, publisher={EAI}, proceedings_a={UNISET}, year={2022}, month={8}, keywords={creative; mathematical thinking skills; gender; wallas’s theory}, doi={10.4108/eai.2-12-2021.2320280} }- Aris Baehaki
Nuranita Adiastuty
Nunu Nurhayati
Year: 2022
The Analysis of the Mathematical Creative Thinking Process in Terms of Gender Based on Wallas' Theory
UNISET
EAI
DOI: 10.4108/eai.2-12-2021.2320280
Abstract
The purpose of this study is to find out the process of creative mathematical thinking skills in terms of gender based on Wallas’s Theory which has four steps such as preparation, incubation, illumination and verification. This study employed a qualitative descriptive approach. The study reveals that (1) The process of creative mathematical thinking skill of male students requires shorter time on preparation, tend to remain for a second on incubation for understanding and exploring the problem, figure out the ideas for solving the problem on illumination. However, the male student’s writings and explainations are undirected and unsystematic. On verification, the male students can be able to solve the problem with another way. However, when the harder questions are given to them, it took long enough time to finish. (2) The process of creative mathematical thinking skill of female students on preparation requires longer time to understanding the problem, however the female students can understand the problem effectively. On incubation, the female students also tend to remain for understanding and exploring the problem. However, the female students can explain and figure out the ideas to solve the problem systematically and understandably. On verification, the female students can also be able to solve the problem with another way. However, they can not figure out another way if the question is more difficult.
