Divergent Thinking and Convergent Thinking in the Mathematical Creative Thinking Process in terms of Student Brain Dominance

Bayu Sukmaangara, Sri Tirto Madawistama


Convergent and divergent thinking play an essential role in a person’s creative thinking process to solve problems, which highlights the significance of this research. Aside from that, these two types of thinking are related to the function of the brain’s hemispheres that will affect a person’s perspective in processing information. This research aims to get a view of convergent and divergent thinking in the mathematical creative thinking process in terms of brain dominance. The research was conducted using qualitative method with an exploratory descriptive approach. The instruments used are mathematical creative thinking test, brain dominance tests, and unstructured interviews. The research revealed that left-brain dominant students in the creative thinking process are more prominent in convergent thinking; the balance dominant students in the creative thinking process are balanced in divergent and convergent thinking, while right-brain dominant students in the creative thinking process are more adept in divergent thinking.


divergent thinking and convergent thinking; mathematical creative thinking processes; brain dominance

Full Text:



Androutsos, A. & Brinia, V. (2019). Developing and piloting a pedagogy for teaching innovation, collaboration, and co-creation in secondary education based on design thinking, digital transformation, and enterpreneurship. Education Science,9(2), 1-11.https://doi.org/10.3390/educsci9020113

Brophy, D.R.(1998). Understanding, measuring, and enhancing collective creative problem-solving efforts. Creativity Research Journal, 11(3): 37-47.https://doi.org/10.1207/s15326934crj1103_2

Cropley, A.(2006). Inpraise of convergent thinking. Creativity Research Journal,18(3), 391-404. https://doi.org/10.1207/s15326934crj1803_13

Geske, J.(1992). Teaching creativity for right brain and left brainthinkers [Presentation]. Annual Meeting of the Association for Education in Journalism and Mass Communication, Quebec: Canada. Retrieved from:https://files.eric.ed.gov/fulltext/ED349600.pdf

Haryanto. (2015). Pembelajaran konstruktivistik meningkatkan cara berpikir divergen siswa SD. Jurnal Penelitian Ilmu Pendidikan, 8(1), 36-43. https://doi.org/10.21831/jpipfip.v8i1.4927

Lindberg, T., Gumienny, R., Jobst, B.,& Meinel, C. (2010). Is there a need for a design thinking process? DTRS8 Interpreting Design Thinking, 243-254. Retrieved from: https://hpi.de/fileadmin/user_upload/fachgebiete/meinel/papers/Design_Thinking/2010_Lindberg_Design.pdf

Miles, M.B.,& Huberman, A.M. (1994). Qualitative data analysis: anexpandedsourcebook(2nded.). California, Amerika: SAGE Publications.

Savic, M. (2016). Mathematical problem solving via wallas’ four stages of creativity: implications for the undergraduate classroom. The Mathematics Enthusiast, 13(3), 255-278. Retrieved from: https://scholarworks.umt.edu/tme/vol13/iss3/6/.

Sugiyono. (2017). Metode penelitian kualitatif (3rd ed.). Bandung, Indonesia: Alfabeta.

Sukmaangara, B. (2020). Analisis proses berpikir kreatif matematis berdasarkan tahapan wallas dan resiliensi matematis ditinjau dari dominasi otak siswa [Master thesis]. Universitas Siliwangi, Indonesia.

Tendero, J.B. (2000). Hemispheric dominance and language proficiency levels in the four macro skills of the western mindanao state university college students [Dissertation]. Western Mindanao State University, Filipina

DOI: https://doi.org/10.46517/seamej.v11i1.115


  • There are currently no refbacks.

Indexed by:


Southeast Asian Mathematics Education Journal
SEAMEO Regional Centre for QITEP in Mathematics
Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman
Yogyakarta, Indonesia
Telp. +62 274 889955
Email: seamej@qitepinmath.org

p-ISSN: 2089-4716 | e-ISSN: 2721-8546

Southeast Asian Mathematics Education Journal is licensed under a Creative Commons Attribution 4.0 International License

View My Stats

 Supported by: