<![CDATA[Abstract The purpose of this qualitative research is describing open-ended problem solving assessments for measuring the profile of student’s mathematical creative thinking, and describing student’s mathematical gender-based creative thinking profile. The assessments forms were open-ended problem solving sheet and interview guide. The research subjects were 3 female and 3 male sixth graders at one of elementary school in Malang, whose mathematical creative thinking capability regarded as high, fair, low level for each gender group. The students whose mathematical creative thinking high have all the three aspects of creative thinking: fluency, flexibility, and originality aspects of creativity. The students who have fair level of mathematical creative thinking fulfill only two aspects that are fluency and flexibility aspects. The students whose mathematical creative thinking low have only fluency aspect. Female students solve mathematical problems more fluently than boys. The male student who has high level of mathematical creative thinking has visual spatial ability better than the same level female student. Also the high mathematical profeciency female student has better mathematical reasoning ability than the male student of the same level. Key words: assessment, open-ended problem solving, mathematical creative thinking, gender.Abstrak: Tujuan penelitian ini mengkaji asesmen pemecahan masalah open-ended untuk mengukur profil berpikir kreatif matematis siswa dan mengkaji profil berpikir kreatif matematis siswa berdasar gender. Asesmen pemecahan masalah open-ended berupa lembar-lembar pemecahan masalah open-ended dan pedoman wawancara untuk mengukur profil berpikir kreatif matematis siswa. Penelitian ini merupakan penelitian kualitatif. Subjek penelitian terdiri dari tiga laki-laki dan tiga perempuan siswa kelas VI di satu sekolah dasar di kota Malang yang masing-masing berkategori berpikir kreatif matematis tinggi, sedang, dan rendah. Siswa laki-laki dan siswa perempuan yang berkategori berpikir kreatif matematis tinggi memenuhi aspek kelancaran, keluwesan, dan keaslian, yang berkategori sedang memenuhi aspek kelancaran dan keluwesan, sedangkan yang berkategori rendah hanya memenuhi aspek kelancaran. Perbedaan yang terjadi muncul pada aspek kelancaran, yaitu siswa perempuan lebih lancar daripada siswa laki-laki. Siswa laki-laki yang berkategori berpikir kreatif matematis tinggi memiliki kemampuan visual spasial yang tinggi, sementara siswa perempuan yang berkategori berpikir matematis tinggi memiliki penalaran matematis yang tinggi.Kata kunci: asesmen, pemecahan masalah open-ended, berfikir kreatif matematis, gender.]]>
Copyrights © 2016
