THE EFFECT OF COGNITIVE STYLE ON STUDENTS MATHEMATICAL CREATIVE THINKING SKILLS AT SD INPRES BELAKA GOWA REGENCY

This research is a type of ex post facto research with a quantitative approach. Quantitative research that aims to describe cognitive style, to describe mathematical creative thinking ability and to determine the effect of cognitive style on students' mathematical creative thinking ability at SD Inpres Belaka, Gowa Regency. The population in this study were all students in grades IV, V and VI SD Inpres Belaka Gowa Regency with a total of 145 students and a total sample of 94 people with a purposive sampling technique with a sampling technique determined by the researcher with certain considerations. Data collection techniques in this study used the GEFT test and the KBKM test. Data analysis techniques with descriptive statistical analysis and inferential statistical analysis. Based on the results of the descriptive analysis, it was obtained that students' mathematical creative thinking abilities had an average value in the low category. Based on inferential statistical analysis using the non-parametric Man Whitney test, it shows that there is an influence of cognitive style on students' mathematical creative thinking skills. So it can be concluded that: (1) the description of the students' cognitive style shows that the field dependent group students are more dominant than the field independent group students, (2) the description of students' mathematical creative thinking skills in the field independent cognitive style fulfills three indicators, namely fluency, flexibility and novelty while students who are field dependent style fulfill two indicators, namely fluency and flexibility, (3) there is a significant influence between cognitive style and students' mathematical creative thinking abilities at SD Inpres Belaka, Gowa Regency. It was concluded that there was an effect of cognitive style on creative thinking skills mathematically with the cognitive style of field independent students being higher than the cognitive style of field dependent students.