JURNAL PENDIDIKAN MATEMATIKA DAN IPA
Vol.
No.
435 - 445
http://jurnal.
id/index.
php/PMP MATHEMATICAL THINKING ABILITY: A LITERATURE
REVIEW ON COGNITIVE STYLES AND THE PROBLEMBASED LEARNING MODEL
1,2,3,4
Mesa Riwanda1.
Hepsi Nindiasari2.
Nurul Anriani3.
Abdul Fatah4 MasterAos Program in Mathematics Education.
Faculty of Teacher Training and Education.
Sultan Ageng Tirtayasa University Email Corresponding: mesarwnd@gmail.
DOI: https://dx.
org/10.
26418/jpmipa.
Abstract This study explores the relationship between mathematical creative thinking, studentsAo cognitive styles (Field Independent and Field Dependen.
, and the Problem Based Learning (PBL) model in solving open-ended problems.
Using a Systematic Literature Review (SLR) based on the PRISMA framework, this research analyzed 15 relevant articles published between 2018 and 2025.
The findings reveal that cognitive styles influence students' creative thinking Field Independent students tend to produce more original and flexible solutions, while Field Dependent students perform better with structured guidance.
Moreover.
PBL is effective in enhancing the dimensions of creative thinkingAifluency, flexibility, originality, and elaborationAiespecially when combined with openended tasks.
This review highlights the importance of adaptive instructional design that integrates PBL and accounts for studentsAo cognitive styles to foster mathematical creative thinking skills.
Keywords: Mathematical Creative Thinking.
Cognitive Style.
Problem Based Learning.
Open-ended Problems.
Systematic Literature Review.
INTRODUCTION
Mathematical thinking ability constitutes a crucial competency in 21st-century education.
One of the essential aspects of mathematical thinking in contemporary practice is mathematical creative thinking ability.
This capability enables students to generate problem-solving approaches that are original, flexible, and valueadded .
Creative thinking in mathematics not only reflects the extent to which students deeply understand concepts, but also the degree to which they can transform such understanding into innovative and applicable solutions across diverse contexts .
An individualAos creativity is characterized by four principal originality, and elaboration .
In the context of mathematics learning, these four aspects serve as observable indicators of mathematical creative Received Revised Accepted : 2025-06-23
: 2026-03-06
: 2026-05-07
This work is licensed under a Creative Commons Attribution 4.
0 International License Jurnal Pendidikan Matematika dan IPA Vol.
No.
thinking when students engage in solving open-ended problems.
Mathematical creative thinking ability requires a learning environment that provides opportunities for idea exploration, solution discovery, and active student engagement in the problem-solving process .
In this context, the Problem-Based Learning (PBL) approach emerges as a highly relevant and promising instructional model for fostering mathematical creative thinking ability .
Within the Problem-Based Learning process, students serve as the primary agents, as they are confronted with open-ended and contextual problems that allow for multiple solution pathways .
In the Problem-Based Learning process, students progress through several stages, including problem identification, information seeking, discussion, and reflection.
These stages encourage students to think critically and creatively in designing as well as Research by Baetul AoIza and Hesti Khasanah .
indicates that the consistent implementation of Problem-Based Learning is capable of enhancing studentsAo mathematical creativity indicators in solving openended Furthermore, according to Anjelina et al.
Problem-Based Learning can create a learning environment that stimulates students to continuously engage in divergent thinking and develop their metacognitive abilities in achieving a deeper understanding of mathematical Therefore, the integration of the development of creative thinking ability with the implementation of the Problem-Based Learning model is considered a strategic approach in mathematics education, aimed at equipping students with higher-order thinking skills essential for addressing the challenges of the 21st century .
The successful implementation of the Problem-Based Learning model is influenced by several factors, one of which is cognitive style .
Field Independent (FI) and Field Dependent (FD) cognitive styles can affect how students extract, process, and interpret information .
Students with a Field Independent cognitive style tend to be more analytical and autonomous, whereas those with a Field Dependent cognitive style rely more on contextual cues and external support.
Yulianto et .
reported that Field Independent students demonstrate stronger aspects of mathematical creative thinking, such as fluency and analytical ability, compared to Field Dependent students.
Although Field Dependent students also exhibit certain indicators of creativity, they tend to Furthermore, research conducted by Takdirmin and Mahmud .
indicates that the Field Independent cognitive style is more advantageous in developing complex and independent solutions in the context of open-ended problems, while the Field Dependent development when provided with clear structure and guidance.
Within the context of ProblemBased Learning influenced by open-ended problems serves as a component that enriches the processes of exploration, investigation, and problem solving, both independently and collaboratively .
Furthermore, solving open-ended problems represents one of the most relevant approaches for developing Mesa Riwanda.
Hepsi Nindiasari.
Nurul Anriani.
Abdul Fatah Mathematical Thinking Ability: A Literature Review on Cognitive Styles and The Problem-Based Learning Model Jurnal Pendidikan Matematika dan IPA Vol.
No.
studentsAo thinking ability .
The resolution of open-ended problems enables students to present more than one method of This aligns with the characteristics of creative thinking, which encompass the dimensions of fluency, originality, and elaboration .
Based on the aforementioned background and the need for a more comprehensive understanding of the dynamics of creative thinking ability in mathematics educationAiparticularly involving variations in cognitive styles and the Problem-Based Learning modelAithe questions are formulated: .
How is the implementation of the ProblemBased Learning model, when viewed from Field Independent and Field Dependent cognitive styles, in enhancing studentsAo mathematical creative thinking ability?.
How does studentsAo mathematical creative thinking ability, in relation to cognitive styles, manifest in solving open-ended .
How does the ProblemBased Learning approach support the studentsAo mathematical creative thinking ability in solving open-ended problems? METHOD The method employed in this study utilizes a Systematic Literature Review approach to comprehensively examine literature related to studentsAo mathematical creative thinking ability in relation to cognitive styles and the Problem-Based Learning (PBL) approach, particularly within the context of solving open-ended The selection of the Systematic Literature Review method is based on the objective of constructing a systematic synthesis of relevant and in-depth findings from previous studies, as well as identifying research gaps that may serve as a foundation for future The literature review process in this study follows the PRISMA (Preferred Reporting Items for Systematic Reviews and MetaAnalyse.
guidelines, which consist of four main stages: identification, selection, eligibility assessment, and data synthesis.
Identification Stage The identification stage was conducted by searching various databases, including Google Scholar.
ScienceDirect, and SINTA.
Article retrieval was carried out using the keywords Aumathematical creative thinking ability,Ay Aucognitive style,Ay AuProblem-Based Learning,Ay Auopen-ended problem,Ay with a publication year range from 2019 to Selection Stage At the selection stage, articles were screened based on the relevance of their titles and abstracts to the research focus.
The selection criteria peer-reviewed articles that addressed at least two of the three main focuses, namely ability.
Field Independent (FI) and Field Dependent (FD) cognitive styles, and the Problem-Based Learning model.
Mesa Riwanda.
Hepsi Nindiasari.
Nurul Anriani.
Abdul Fatah Mathematical Thinking Ability: A Literature Review on Cognitive Styles and The Problem-Based Learning Model Jurnal Pendidikan Matematika dan IPA Vol.
No.
Figure 1.
PRISMA Diagram Flow In addition, the selected articles were limited to journals with a minimum accreditation of SINTA 3.
This criterion was applied to ensure the quality and credibility of the sources included in the literature review.
Accordingly, articles published in nonSINTA-accredited journals .
= .
and those from journals with accreditation below SINTA 3 .
= .
were excluded from the selection This exclusion process was conducted after the identification and initial screening stages to ensure that the analyzed articles originated from scientifically validated and qualityassured sources.
Consequently, only articles that met the research topic criteria, had undergone a peer-review process, and were published in journals with at least SINTA 3 accreditation were advanced to the eligibility assessment stage.
Eligibility Assessment Stage At the eligibility assessment stage, a comprehensive content analysis was conducted on the selected articles to ensure the alignment of methodology, context, and overall research quality.
Synthesis Stage The final stage, data synthesis, was conducted thematically.
Data from articles that met the criteria were organized into a table comprising key information such as authors, year of publication, research objectives, study subjects, methodologies employed, and principal findings.
The synthesis was carried out based on three main analytical focuses: the relationship between cognitive styles and ProblemBased Learning, the relationship mathematical creative thinking ability.
Mesa Riwanda.
Hepsi Nindiasari.
Nurul Anriani.
Abdul Fatah Mathematical Thinking Ability: A Literature Review on Cognitive Styles and The Problem-Based Learning Model Jurnal Pendidikan Matematika dan IPA Vol.
No.
and the relationship between ProblemBased Learning and mathematical creative thinking ability in solving open-ended problems.
RESULTS AND DISCUSSION
Results This study is based on the analysis and review of a number of encompassing both national and international publications within the period of 2018 to 2025.
The analyzed articles cover topics related to mathematical creative thinking ability, studentsAo cognitive styles (Field Independent and Field Dependen.
, and the implementation of ProblemBased Learning, particularly in the context of solving open-ended The results of the analysis, identification, and selection of articles are presented in the following table, which includes information on authors, year of publication, source of publication, and key findings.
Table 1.
Percentage Researcher .
Source of Publication MATHEMA
JOURNAL
Jurnal Review Pembelajaran Matematika International Journal of Evaluation and Research in Education EduMa :
Mathematics Education Learning and Teaching Journal of Mathematics Education (JME) .
Indiktika : Jurnal Inovasi Pendidikan Key Findings The results indicate that based on the GEFT test, among 28 eighth-grade students of SMP Muhammadiyah 1 Sumberpucung, 39.
28% exhibited a Field Independent (FI) cognitive style, while 60.
71% demonstrated a Field Dependent (FD) cognitive style.
Four subjects with different cognitive styles were selected for interviews, namely I1.
I2.
D1, and D2, all of whom were categorized at level 3 of mathematical creative thinking ability .
reative leve.
All four subjects fulfilled the indicators of fluency and flexibility but showed limitations in The findings reveal that the thinking process of Field Independent students is conceptual in nature, whereas Field Dependent students tend to exhibit computational thinking processes.
The study shows that educational level does not determine studentsAo creativity levels.
female students demonstrate higher creativity than male students, and visual learning styles are more supportive of creativity compared to kinesthetic and auditory styles.
The results indicate that studentsAo thinking processes in solving problems involving originality and elaboration are closely associated with the functions of the right and left brain hemispheres.
The findings show that students with a Field Dependent cognitive style are only able to represent certain models of mathematical problems, whereas Field Independent students are capable of representing all indicators of mathematical representation.
The study demonstrates that the developed open-ended problems are valid based on expert review and can be Mesa Riwanda.
Hepsi Nindiasari.
Nurul Anriani.
Abdul Fatah Mathematical Thinking Ability: A Literature Review on Cognitive Styles and The Problem-Based Learning Model Jurnal Pendidikan Matematika dan IPA Vol.
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Researcher Source of Publication Matematika Prima: Jurnal Pendidikan Matematika International Journal of Progressive Mathematics Education .
European Journal of Educational Research Journal of Mathematics Education Pegem Journal of Education and Instruction Frontiers in Neurorobotics .
International Journal of Instruction JTAM : Jurnal Teori dan Aplikasi Matematika Qalamuna Ae Jurnal Pendidikan.
Sosial, dan Agama Discussion Key Findings utilized as an evaluation tool for studentsAo mathematical creative thinking.
A practicality test conducted with sixth-grade students of SMPN 1 Kasihan showed a practicality level of 75%, indicating that the worksheet (LKS) is relatively easy for students to use.
The study involved three students, each representing one aspect of creative thinking.
Students demonstrating fluency were able to solve problems quickly and generate multiple answers.
those exhibiting flexibility used various strategies to obtain more solutions.
and those demonstrating originality produced unique answers distinct from others.
The results indicate that the implementation of the Problem-Based Learning method effectively enhances studentsAo critical and creative thinking abilities.
Students are able to analyze problems effectively, solve cases with appropriate solutions, and become more active and challenged in the learning process.
The findings show that geometry instruction based on open-ended problem-based learning effectively improves studentsAo fluency and flexibility in thinking.
The study indicates that both open-ended learning and creative problem-solving models influence studentsAo creative thinking skills.
In comparative analysis, the openended learning model is found to be more effective than creative problem solving and direct instruction.
This study develops an open-ended learning framework that enables students to learn to address new tasks without prior information and independently construct representations of tasks and environments for adaptation.
The results show that students in the experimental class achieved a higher improvement in scientific work ability (N-Gain = 71%) compared to the control class .
%).
Additionally, the level of scientific performance in the experimental class was categorized as very good .
%), whereas the control class achieved only 53%.
The findings indicate that all tested learning models positively impact studentsAo mathematical problem-solving However, the Problem-Based Learning model yields better results compared to Discovery Learning and Open-Ended Learning.
The literature review reveals that the most influential factors in enhancing creative thinking ability are the Problem-Based Learning model and the open-ended learning approach.
Based on the review of 15 analyzed articles, several significant Mesa Riwanda.
Hepsi Nindiasari.
Nurul Anriani.
Abdul Fatah Mathematical Thinking Ability: A Literature Review on Cognitive Styles and The Problem-Based Learning Model Jurnal Pendidikan Matematika dan IPA Vol.
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patterns of relationships were identified among mathematical creative thinking ability, cognitive styles, and ProblemBased Learning, particularly in the context of solving open-ended The Relationship between Cognitive Styles and Mathematical Creative Thinking Ability Cognitive style constitutes an external factor that influences how students acquire, process, and utilize information and knowledge during the learning process.
Based on the reviewed studies.
Field Independent and Field Dependent cognitive styles exhibit differing implications for the Research conducted by Amanah and Inganah .
indicates that students with a Field Independent cognitive style tend to be more autonomous in their thinking, capable of exploring diverse problem-solving strategies, and demonstrate flexibility and fluency in solving open-ended In contrast, students with a Field Dependent cognitive style tend to require greater guidance during the exploration process.
however, they still possess the potential to achieve a high level of creativity when supported These findings are further supported by Mawardi et al.
who argue that Field Independent students are more inclined toward conceptual thinking, whereas Field Dependent students rely more heavily on computational procedures.
This aligns with the notion that creativity in mathematics is not solely concerned with producing correct answers, but also with the ability to develop meaningful and valuable approaches to problem-solving.
Furthermore.
Sobirin et al.
emphasize that the produced by Field Independent students tend to be more complex compared to those of Field Dependent students, who are generally able to represent only partial aspects of a given problem situation.
The Influence of Problem-Based Learning on the Development of Mathematical Creative Thinking Ability The Problem-Based Learning model is effective in fostering the development of mathematical creative thinking ability.
In its implementation, students are positioned as active subjects who are confronted with contextual and open-ended problems, thereby stimulating the generation of diverse solution strategies.
Studies conducted by Tanjung et al.
and Suastika et al.
demonstrate that Problem-Based Learning significantly enhance the dimensions of fluency and flexibility.
Furthermore, research by Kartikasari et al.
indicates that the integration of Problem-Based Learning with openended problem-solving substantial potential for improving all indicators of mathematical creative thinking ability.
This is also consistent with the findings of Doncieux et al.
, who emphasize that openended problem-based learning not only thinking but also supports studentsAo adaptive capacity in responding to new The Relationship between Cognitive Styles and Problem-Based Learning Mesa Riwanda.
Hepsi Nindiasari.
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Abdul Fatah Mathematical Thinking Ability: A Literature Review on Cognitive Styles and The Problem-Based Learning Model Jurnal Pendidikan Matematika dan IPA Vol.
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in the Context of Open-Ended Problems The interrelationship among Problem-Based Learning, and open-ended problems lies in their capacity to create a learning environment that fosters exploration and originality.
Openended problems provide opportunities for students to express diverse thinking styles and cognitive preferences.
Studies by Saida et al.
and Akbar et al.
indicate that when students are presented with contextual open-ended problems, they exhibit indicators of mathematical creative thinking ability.
Students with a Field Independent cognitive style tend to demonstrate stronger responses in terms of originality and elaboration, whereas those with a Field Dependent cognitive style exhibit greater strategic flexibility when supported through implication of these findings is that teachers need to design instructional strategies grounded in responsive studentsAo individual thinking styles through flexible activity design.
highlighted by Juwita et al.
such approaches can serve as effective means to promote both independent exploration and group discussion.
Furthermore, findings from Musdi et .
reveal that external factors such as gender and learning styles also influence the quality of creative opportunities for richer pedagogical interventions, including the use of visual media, interactive simulations, and manipulative tools.
Contribution and Research Gaps The Problem-Based Learning model, when combined with studentsAo cognitive styles and the integration of open-ended problems, represents an approach that is responsive to 21stcentury learning demands, particularly in fostering creativity, problemsolving, and reflective thinking.
However, several research gaps remain that warrant further investigation.
First, most studies have not explicitly examined the interaction between cognitive styles and the stages of Problem-Based Learning mathematics instruction.
Second, distinguished between the effects of Field Independent Field Dependent cognitive styles, there is still a lack of longitudinal research evaluating how these differences contribute to the development of mathematical creativity over time.
CONCLUSION
Based on the systematic review of 15 relevant articles, it can be concluded that studentsAo mathematical creative thinking ability is significantly influenced by cognitive styles and the particularly Problem-Based Learning (PBL).
Problem-Based Learning has been proven effective in enhancing the dimensions of mathematical creative thinking, including fluency, flexibility, originality, and elaboration.
It provides encourages the exploration of diverse solutions, and promotes active student engagement in higher-order thinking Furthermore, the use of open-ended problems within the context of Problem-Based Learning enriches the learning process by providing opportunities for students to Mesa Riwanda.
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Abdul Fatah Mathematical Thinking Ability: A Literature Review on Cognitive Styles and The Problem-Based Learning Model Jurnal Pendidikan Matematika dan IPA Vol.
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express creative ideas, engage in divergent thinking, and develop a deeper conceptual understanding.
The practical implications of these findings highlight the need to develop mathematics instructional strategies that are not solely focused on content delivery, but also provide opportunities for the development of studentsAo cognitive potential and Accordingly, this study recommends the implementation of instructional models that take into studentsAo characteristics, along with the systematic use of open-ended problems to foster mathematical creative thinking ability.
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