Definition of Mathematical Creativity
Speaking of creativity, creativity is very closely related to the cognitive
development of students or individuals because creativity is the work of the human
brain. According to Gowan through the Hemisphere Theory, the human brain is
actually divided into two hemispheres according to its function, namely the left
hemisphere and the right hemisphere. The function of the left hemisphere is related to
scientific, critical, logical, linear, orderly, systematic, organized, regular and similar
work. The function of the right hemisphere is related to activities that are nonlinear,
nonverbal, holistic, humanistic, creative, creating, designing, even mystical and the
like. In short, the left hemisphere of the brain leads to convergent thinking, while the
right hemisphere of the brain leads to divergent thinking (spread) (Asrori, 2007).
The birth of creativity in the form of ideas or real works is a combination of
the functions of the two hemispheres of the brain. Input from the environment in the
form of information is received through the function of the left brain hemisphere to
then be "incubated" in the right brain hemisphere, and this is where the subliminal
process takes place. At such times, a person needs the opportunity to reflect calmly.
Incubation is a very important stage in the creative process (Supriadi, 1994).
Observing the development of the theory of the brain hemispheres in relation to the
development of individual creativity as discussed earlier, it becomes increasingly
clear that creativity is related to the function of the right brain hemisphere, and means
it is also related to intellectual development. Creativity is the ability to create new
combinations based on existing data, information, or elements. Usually people
interpret creativity as creative power, as the ability to create new things. In fact, what
is created does not need to be new things at all, but is a combination of things that
already exist according to Supriyadi in (Dewi, 2021). On the other hand, Munandar
(2009: 10) defines creativity as the ability to see or think of extraordinary, unusual
things, combine seemingly unrelated information and come up with new solutions or
new ideas that show fluency, flexibility, and originality in thinking
Guilford (Ali & Asrori, 2019) states that creativity refers to the ability that
marks the characteristics of a creative person. Guilford further states two ways of
thinking, namely divergent and convergent thinking. Divergent thinking is the ability
of individuals to find various alternative answers to a problem. While convergent
thinking is the way individuals think about something with the view that there is only
one correct answer. In relation to creativity, Guilford emphasizes that creative people
have more divergent than convergent ways of thinking
While Rhodes (Ali & Asrori, 2019) defines creativity into four categories, namely
product, person, process, and press. Product emphasizes creativity from creative
works, both completely new and a combination of old works that produce something
new. Person views creativity in terms of individual characteristics that mark the
personality of a creative person or that are related to creativity. This can be seen
through visible behavior. Process emphasizes how the creative process takes place
from the beginning of growth to the manifestation of creative behavior. Meanwhile,
the press emphasizes the importance of factors that support the emergence of
creativity in individuals
Munandar (1999: 67) states that in developing children's creativity, we start
from the assumption that everyone basically has creative potential, and the ability to
express themselves creatively, each in different fields and to different degrees. In the
classroom, teachers can observe the different talents and interests of students.
Stimulating and fostering children's creativity is very necessary for teachers so that
