

































 
 

Students' Mathematical Creative Thinking Ability 
Strategy Mathematical Habits Of Mind based 

in Geometry Course 
Hasratuddin 1 , Amin Fauzi 2 , and Nurhasanah Siregar 3 
1,2 & 3 Department Lecturers Medan State University Mathematics 

Email: siregarhasratuddin@yahoo.com ; 
Email: aminunimed29@gmail.com ; 

E-mail:nurhasanahsiregar@unimed.ac.id 

 

Abstract 

This study aims to describe students' mathematical creative thinking abilities based on Mathematical Habit of 
Maind strategies in geometry course . This research was conducted at the Mathematics Department of Medan 
State University in 2023. The population in this study were all students majoring in Mathematics at Medan State 
University. While the sample was taken by pure positive sampling as many as two classes, namely PSPM 22 A 
with 32 people and PSPM 22 C with 32 people. Strategy Mathematical Habit of Maind MHM) is a learning that 
consists of 6 components, namely (1) exploringmathematicalideas , (2) reflectingsuitability solution or 
strategysolvedproblem , (3) identifyisstrategy or approachproblemused can beapplied to problemsother , 
(4)identifyisthereis " something more" to activity math that has carried out / generalization , (5) formulate 
question , and(6)constructexample . Components in strategyMHM can look at as habits thinkhigh-level 
mathematics . Thinking ability creative is a standard product of mathematics and embodiment from high order 
thinking. The results of the studyfoundthatstudents ' 
creativethinkingabilitiesweregivengeometrylessonswithMathematical Habits of 
Mindstrategiesbetterthanstudentswhoweregivenordinarylearning.Thus , it can besaidthat the MHM strategy can 
improve the ability to thinkcreativelymathematically. Hence , MHM can be made as an alternative to getused to 
student in thinkcreative and able to trigger growththink high level . 
 
Keywords : Mathematical Habit of Mind ; think high level ; creative ; geometry . 

 

Introduction 

Mathematics is one of the auxiliary sciences that is very important and useful in everyday life and in 
supporting the development of human resources and the development of science and technology. Mathematics is 
a means of thinking to develop a logical, systematic, objective, critical and rational mindset that must be 
nurtured since elementary education. The more advanced the development of science and technology demands 
that mathematics finds new forms both as a science and in terms of learning [1]. one _ objective Study 
mathematics is for students capable think rational and creative . Mathematics more emphasize activity think , no 
emphasize from results experiment or results observation [2]. at the moment Now This the world is changing so 
fast, ability thinking and creativity as intelligence artificial be a determinant of excellence someone . Lots of 
fields lost jobs _ Because development technology in this era , but also a lot field Work new ones popping up 
that can become A today 's profession . A person's competitive power is determined by ability think level height 
and creativity [ 17 ].Think level High creativity and creativity are also prerequisites for individual success. 
Individual success is largely determined by ability thinking and creativity in doing and solving problems [3] . 
Individuals who have _ ability think creative is someone who can look at the problem from multiple 
perspectives so that will get effective solution [ 4 ]. No wonder when demands on educational institutions to 
develop students ' creative thinking abilities become increasingly surfacing. 

because _ it , for habituation and improve the ability to think creatively achieved student need For 
maintained through the Mathematical Habits of Mind (MHM) strategy . 
StrategyMHMisstrategydevelopmentabilitythinkcreativemathematicalthrough habituation or civilisation 
thinkcreativemathematical[5]. The MHM strategyconsists of on 6 activities , namely (1) 
exploringmathematicalideas( explore mathematicalideas) , (2) reflectisanswersobtained _ has in accordance or 
Stillthereiserror( reflect on theiranswer to seewetherthey have made an error), (3)identifyapproach possible 
problem _ used or applied on problem in scale more big ( identifyproblemsolvedapproachesthat are useful for 
large classes of problems), (4)ask on self Alone or identifyisthereis “ something more ” to activity math that has 
done / generalized( askthemselveswetherthereis “ something more”/ generalization) , (5) formulate question ( 
formulated question ) ,and ( 6)constructexample( constructexample) . The MHM strategy can be used 
independently effective to develop thinking skills mathematical creative thinking through habituation of rational 
and creative mathematical thinking [6] . On the side Therefore , through MHM learning strategies , students are 
expected to haveleapdeep learning ( hypothetical learning trajectory ) . improve thinking skillsrational , logical , 
analytical, systematic, critical and creative and have the ability to work together . 

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mailto:siregarhasratuddin@yahoo.com
mailto:aminunimed29@gmail.com
mailto:nurhasanahsiregar@unimed.ac.id


 
 

Components in strategyMHM can looked at as habits think math can _ trigger growthabilitythinkcreative . 
Developabilitythinkcreativewithmethodgrow habit thinkcreative and creativityissomethinghabits [7]. This is 
understandable because creative habits that are carried out consistently and continuously will have implications 
for the formation of creative thinking abilities.Thus , capacity buildingstudent thinking through habituation of 
creative thinking needs to be done continuously and sustainably ,although this is not always easy to do. 
Likewise, students' creative construction activities also do not always happen easily. Therefore, the learning 
model or strategy learning mathematics with find the device is essential. 

Creativity in mathematics is termed as the ability to think creatively mathematically or briefly called the 
ability to think creatively. Creative thinking is a type of thinking that directs the acquisition of new insights, 
new approaches, new perspectives, or new ways of understanding things [8] . Creative thinking can occur when 
triggered by challenging tasks or problems.Think creative is embodiment from think level high ( higher-order 
thinking ). it _ Because ability think creative is competence cognitive highest necessary _ owned student . Think 
creative is something Suite actions that people do with use sense his mind For create fruit thought new from 
gathering contained memory _ various ideas, descriptions , concepts , experiences , and knowledge . Think 
creative is something mental activity for make ongoing connections _ _ _ continuously ( continuous ), so found 
correct combination [9] . 

In this study , the notion of creative thinking ability is associated with problem solving activities math . 
Mathematical creative thinking ability is an ability that includes sensitivity , fluency , flexibility , originality , 
and elaboration [ 10 ] . Sensitivity is the ability to detect, identify, or capture key ideas or concepts in a situation 
or problem and provide clear and accurate explanations of these ideas or concepts. Fluency includes the ability 
to (1) provide many solutions, (2) provide many examples or illustrations of a concept, or (3) make many 
statements or questions related to a situation or problem. Flexibility includes the ability to (1) use various 
problem-solving strategies, (2) produce various solutions, or (3) make various statements, questions, or 
questions related to a situation or problem. Authenticity includes the ability to (1) use strategies that are unique, 
new, or unusual in solving problems or (2) make statements, questions, or questions that are unique or new. 
Detail includes the ability to develop , expand,enrich, or explain in detail to a data, illustration, situation, idea, 
concept, problem, solution, or problem solving strategy [16] . This can be done by adding, changing, combining 
concepts, or using various relevant representations. 

Development ability think creative is one _ focus learning geometry . Development ability think creative 
need done along with development method evaluate or method measure it [17]. So, think creative as a process of 
constructing ideas that emphasize aspects fluency , flexibility , novelty , and detail For generate ideas or method 
new in produce something product . 

Research Methods 

In accordance with objective study this , type study This is semi- experimental with two class 
Experiment design - post-test control . Research location This implemented in the Department Mathematics 
Faculty of Mathematics and Science Knowledge Nature , Medan State University. Population study is whole 
student Major Mathematics FMIPA Medan State University. Research sample taken two classes in a manner 
aim with one eachclass experiment and one Again as control class . Class experiment taken _ is 33 PSPM 2022 
A students , with control class taken is 33 PSPM 2022 B students . Instruments used _ in study This form test 
form essay as many as 2 questions load ability reasoning and thinking creative . Test results analyzed with the t-
test, that is see the mean difference between the two classes with assumption variance different . 

Study This done with carry out learning in a manner direct through as many Mathematical Habits of 
Mind (MHM) strategies four meeting Then post-test was carried out . Every learning started with gift problem 
challenge form conflict to student . Then , with learning based on MHM facilitated by lecturers during four 
meeting and ended with do a post-test. 

 
Research Results 
A. Learning Process 

In accordance with objective study This that is For analyze ability think creative given student _ 
learning geometry with based Mathematical Habits of Mind (MHM) strategy problem , then following describe 
the process and results . The learning process is carried out in accordance the characteristics and stages of the 
MHM strategy , namely ; (1) exploringmathematicalideas , (2) reflectingisanswersobtained _ has in accordance 
or Stillthereiserror, (3)identifyapproach possible problem _ used or applied on problem in scale more big , 
(4)ask on self Alone or identifyisthereis “ something more ” to activity math that has carried out / generalization 
, (5) formulate question ,and ( 6)constructexample . 

At a meeting First in a manner offline , given problem _ is “ Known There is a plot paper shaped 

rectangle long and have circumference 32 cm. Question ; a) how much Lots rectangle that has circumference 

32 cm? b) how much size rectangle length that has wide area biggest ? 

Response student on problem mentioned above , among others ; 

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S1: 

S2: 

From the solutions given students at meetings first , in general they Not yet Can get correct solution , 
then _ lecturer give learning in a manner 
First very lecturer give challenge with given problem _ i
carefully , choose whichever is _ _ facet four , then mention what is meant with facet four 

Then, through student exploration 
Student response to the problems above;

S1: 

So, quadrilateral is polygon with four side and four corner .

 

 

 

From the solutions given students at meetings first , in general they Not yet Can get correct solution , 
then _ lecturer give learning in a manner Mathematical Habit of Maind in a manner offline 
First very lecturer give challenge with given problem _ is “ observe four picture following one by one with 
carefully , choose whichever is _ _ facet four , then mention what is meant with facet four 

 

exploration , students respond to the following problems. 
problems above; 

So, quadrilateral is polygon with four side and four corner . 

 

From the solutions given students at meetings first , in general they Not yet Can get correct solution , 
offline . 

observe four picture following one by one with 
carefully , choose whichever is _ _ facet four , then mention what is meant with facet four ” 

 

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S2:

 From the answers of the two respondents above, it can be concluded that students still have doubts 
about the definition of a quadrilateral. Thus the above problems will require discussion in order to find answers 
rationally. Nelly Rhosyida (2017); Rina Okt
explore or reflect problem will can grow ideas and give instruction to reasoning and thinking creative .

then . in discussion class , lecturer give chance to student For inspect return while

his opinion after lecturer provide scaffolding in the form of 
lines , and so on . From the hint given , student do 
, among others; facet four is get up plane that has 4 lines and 4 angles . Next , lecturer describe A a shape that 
has 4 lines and 4 angles , ie 

Then students identify created image _ lecturer while 

Then , lecturer give emphasis with make picture facet three through draw a line sequentially so that something 
forms _ triangle , that is  

Then , lecturer give chance to student For draw facet three with method 
lecturer . Then , lecturer request student For 
student can say or find knowledge or draft that get up facet four is field flat closed which is built by 4 lines . 
Very gosh , lecturer give strengthening on concept ; lines, rays and segments . Next , students can find definition 
5 , 6 and so on until with facet infinity , that is circle . 
increasing students' reasoning abilities and cre
At a meeting second , lecturer give challenge while discussion classical , that is with request student mention 
definition get up facet the four depicted on the board write , then student mention definition facet four with right 
, that is field flat closed which is built by 4 lines .
Then , lecturer continue build draft new with describe get up facet four others ( 
is sometimes facet four That painted like following , while draw like following 

 

 

 

By focusing student For they can explore 
the picture ( above )! Then , lecturer request student mention definition of
_ see ! 
Student : Parallelogram is facet four with two pairs of sides same . ( opinion most student ).
Student : Jajargenjang is facet four two pairs of sides and two pairs of angles The same big . ( opinion most 

student ). 
Lecturer  : remind student with question guide ( 

same big ? 
Student : Then, with notice while evaluate or match picture with question . Then , immediately lay out answer , 

jjar parallelogram is fa
Lecturer  : Then, lecturer emphasize understanding student with give question , how your direction _ see ?
Student : Then , student construct and match with example , new can say that “A parallelogram is facet four of 

which have two pairs of sides in the same direction .
Lecturer  : with answer this , lecturer give rewards to student with say YES, YES, YES!
With questions similar , 
Lecturer  : lecturer request student mention appropriate trapezium definition with what are you  

Jajargenjang

 

From the answers of the two respondents above, it can be concluded that students still have doubts 
about the definition of a quadrilateral. Thus the above problems will require discussion in order to find answers 

Nelly Rhosyida (2017); Rina Oktaviyanthi1, Ria NovianaAgus (2019), said that learning with 
explore or reflect problem will can grow ideas and give instruction to reasoning and thinking creative .

then . in discussion class , lecturer give chance to student For inspect return while identify and explore or reflect 

his opinion after lecturer provide scaffolding in the form of draw get up triangle on 3 lines , facet four on 4 
given , student do identification and deliver comment For construct his thoug

, among others; facet four is get up plane that has 4 lines and 4 angles . Next , lecturer describe A a shape that 

created image _ lecturer while reflect and match picture with their definition _ giv

Then , lecturer give emphasis with make picture facet three through draw a line sequentially so that something 

Then , lecturer give chance to student For draw facet three with method construct or imitate
lecturer . Then , lecturer request student For construct get up facet four from get up facet three formed . _ So , 
student can say or find knowledge or draft that get up facet four is field flat closed which is built by 4 lines . 

strengthening on concept ; lines, rays and segments . Next , students can find definition 
5 , 6 and so on until with facet infinity , that is circle . This mathematical process is referred to as a process of 
increasing students' reasoning abilities and creative thinking. 
At a meeting second , lecturer give challenge while discussion classical , that is with request student mention 
definition get up facet the four depicted on the board write , then student mention definition facet four with right 

ield flat closed which is built by 4 lines . 
Then , lecturer continue build draft new with describe get up facet four others ( parallelogram 
is sometimes facet four That painted like following , while draw like following . 

explore and identify picture , lecturer give instructions 
( above )! Then , lecturer request student mention definition of each, while say 

Student : Parallelogram is facet four with two pairs of sides same . ( opinion most student ).
Student : Jajargenjang is facet four two pairs of sides and two pairs of angles The same big . ( opinion most 

: remind student with question guide ( scapolding) “ whether You There is see sign side The 

Student : Then, with notice while evaluate or match picture with question . Then , immediately lay out answer , 
jjar parallelogram is facet four have _ direction . 
: Then, lecturer emphasize understanding student with give question , how your direction _ see ?

Student : Then , student construct and match with example , new can say that “A parallelogram is facet four of 
two pairs of sides in the same direction . 

: with answer this , lecturer give rewards to student with say YES, YES, YES!

: lecturer request student mention appropriate trapezium definition with what are you  

Segi-4 

Jajargenjang Trapesium 
sembarang

 

From the answers of the two respondents above, it can be concluded that students still have doubts 
about the definition of a quadrilateral. Thus the above problems will require discussion in order to find answers 

aviyanthi1, Ria NovianaAgus (2019), said that learning with 
explore or reflect problem will can grow ideas and give instruction to reasoning and thinking creative . 

identify and explore or reflect 

get up triangle on 3 lines , facet four on 4 
and deliver comment For construct his thoughts 

, among others; facet four is get up plane that has 4 lines and 4 angles . Next , lecturer describe A a shape that 

picture with their definition _ give . 

Then , lecturer give emphasis with make picture facet three through draw a line sequentially so that something 

imitate created image _ 
get up facet four from get up facet three formed . _ So , 

student can say or find knowledge or draft that get up facet four is field flat closed which is built by 4 lines . 
strengthening on concept ; lines, rays and segments . Next , students can find definition 

This mathematical process is referred to as a process of 

At a meeting second , lecturer give challenge while discussion classical , that is with request student mention 
definition get up facet the four depicted on the board write , then student mention definition facet four with right 

parallelogram )with say " there 

picture , lecturer give instructions take note the shapes in 
each, while say You just say what you 

Student : Parallelogram is facet four with two pairs of sides same . ( opinion most student ). 
Student : Jajargenjang is facet four two pairs of sides and two pairs of angles The same big . ( opinion most 

) “ whether You There is see sign side The 

Student : Then, with notice while evaluate or match picture with question . Then , immediately lay out answer , 

: Then, lecturer emphasize understanding student with give question , how your direction _ see ? 
Student : Then , student construct and match with example , new can say that “A parallelogram is facet four of 

: with answer this , lecturer give rewards to student with say YES, YES, YES! 

: lecturer request student mention appropriate trapezium definition with what are you  see . 

Segi-4 
sembarang 

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Student : with notice while identify as well as explore drawing and constructing example on jajar parallelogram 
as above , then _ say that Trapezoid is facet four that have  one pair of sides aligned . 

Lecturer  : then lecturer give strengthening or rewards with say YES, AWESOME! 
Next , 
Lecturer  : ask student mention definition facet four any . 
Student  : terms four any is facet four that don't own side aligned . 
Lecturer  : give rewards with say GREAT. 
Learning process the expected will increase ability reason and creativity think student . 

At a meeting next ( to three ), lecturer give challenge to student with utilise understanding before , that is 
through picture following , while say " there is sometimes , jar parallelogram this , meanwhile pointing line up 
parallelogram , if it is erected , then will form like this , meanwhile describe long perse form , like following . 

 

 

 

 

 

 
 
Lecturer : ask , then , what is the rectangle ? 
Student : identify while explore and answer question , ie Rectangle is _ facet four with two pairs of sides same . 

Then For reach reasoning and thinking creative student , lecturer continue questions , like following . 

Lecturer  : ask , yes sign long his side same as you see ? Then, lecturer continue the part is , Try to name it 
what are you see ! 

Student : then , say " Square long is facet the four corners upright . Because the answer Not yet systematic and 
correct . 

Then , for build think systematic or good reasoning , lecturer _ give question strengthening as following . 

Lecturer  : repeat construct rectangle long from wake up line up parallelogram with give emphasis , see 
this , meanwhile repeat the question “if jajar parallelogram This enforced , then happen this , 
meanwhile show get up rectangle Panang on the image . Then ask , square long is …? 

Student : meanwhile identify , explore , construct , formulate question while match with those already there is , 
then , mentions , rectangle is " a parallelogram with right angles". 

Lecturer  : give rewards with say SWEET, while request a student mention repeat , 
Student : rectangle is parallelogram whose angles are right angles. 
Lecturer  : OK. 

Such is the learning process That done for students can improve and get used to think creative and reasoned 
them . 

 
Then lecturer continue with give question next while construct get up rhombus of _ get up parallelogram , with 
mention .. 

 

 

 

 

 

 

 

Segi-4 

Jajargenjang Trapesium 

Segi-4 
sembarang 

Persegi 
panjang 

Belah 
ketupat 

Segi-4 

Jajargenjang Trapesium 

Segi-4 
sembarang 

Persegi 
panjang 

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Lecturer  : jajargenjang This There is sometimes made with the sides The same long , while pointing get 
up rhombus formed , then _ ask to student , this get up what ? 

Student : rhombus , sir. 
Lecturer  : then continue ask , then rhombus , what ? 
Students : explore , reflect , identify , ask while formulate question and construct example , then mention “ a 

rhombus is parallelograms whose sides same . 
Lecturer   : YES, YES, GREAT! 
then , 
Lecturer  : continue construct rectangle from get up rectangle , meanwhile say " there is sometimes 

rectangle That dinuat the sides same . Then ask while pointing get up formed square , get up 
what is formed this ? Like following . 

 
 
 
 
 
 
 
 
 
 

 
 

 

 

 

 

 

 

 

 
 
Student  : square , sir. 
Lecturer  : then , get up square ( rectangle ) that , what ? 
Student : wake up rectangle is rectangle with sides The same long . 
Lecturer  : YES, GREAT. Then, ask a student mention repeat definition square . 
Student  : square is rectangle with sides same . 
Then , lecturer ask .. 
Lecturer  : is it rectangle That is along ? 
Student : by simultaneously they say , same . 

After that , lecturer return review to question beginning while read it that is Is known There is a plot 
paper shaped rectangle long and have circumference 32 cm. Question ; a) how much Lots rectangle length that 
has circumference 32 cm? b) how much size rectangle length that has wide area biggest ? 
Then ask to student , while give chance to student For can exploring , reflecting , identifying , asking while 
formulate question and construct example . 
Finally , students can answer with true and convincing that size rectangle that has wide blood biggest from 
rectangle that has the circumference of 32 cm is 6 cm x 6 cm. 
Meeting fourth . 
Lecturer  : give problem form challenge conflict that is Mr. Somat has a plot land shaped triangle , ie 

shared to their 3 children which man with method divide by 3 one side The same big the ground 
, then at point for him he Draw a line from corner in front of him . As in the picture following . 
The question is , is it fair? Mr. Somat did distribution with method that ? Give your answer . 

  

 

Belah 
ketupat 

Segi-
4 

Jajargenjang Trapesium 

Segi-4 
sembarang 

Persegi 
panjang 

Persegi  

A B C 

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A number of response student is as follows . 
Student,S 1:      Student,S2: 

 

 

 

Student , S3: 

 

From several response student to problem conflict that , student Not yet can finish problem in a manner 
reason and think right creative . _ That's it , lecturer give scaffolding form challenge cognition process as _ 
following . 
Lecturer   : lecturer describe get up triangle anything on the board write , like following , 

   

  

Then , for reach rational and creative thinking , lecturer _ request student For mention How 
many high number of lines triangle and paint a high line triangle the . 

Student  : through identification and exploration to triangle , some say _ one , and describe it like following . 
 

 

 

Lecturer   : which base and height ? 
Student  : the base is AB, the height is CD. 
Lecturer   : what if the base line is BC, what is it There is height ? 
Student : Mostly _ student answer No there and only one line high triangle the . However , there is different 

students _ opinion , he , while explore , identify and construct image , then he answer that there 
are 3 grs in height . 

For reach think rational or high - minded and on his own ideas as think creative , then lecturer continue question 
form conflict to student , as following . 
 
Lecturer  : ask student the draw it on the board write . 
Student  : describe it with right . 

 

A B 

C 

A B 

C 

D 

A B 

C 

D 

E 

F 

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By mentioning the high lines There are 3, namely CD, AE and BF. 
Lecturer   : describe triangle any else , like following . 

 

 

Then , ask student paint the height line . After it , ask student divides 3 sides AB equally big . 
Student : with explore , and construct examples already _ there are , then , they are can paint it , like following . 

 

 

Then continue For answer question next , that is divide into 3 equal parts AB side . Exactly _ 
they can paint it , like following . 

 

 

Lecturer   : show and mention the high line facet three ACD, DCE and BCE. 
Student  : while identify , explore , reflect , formulate questions , and construct example so that answer is 

the CO line. 
Lecturer   : then , what can _ You conclude ? 
Student  : broad area facet three-sided three ACD, DCE and BCE are same . 
Lecturer   : can You prove it ? 
Student  : area facet three-sided three ACD, DCE and BCE are same . Because all three have a high line 

fellowship and common ground . 
Lecturer   : give reinforcement and at the same time close meeting at a time remind upcoming meeting 

will be held Formative . 
 
Inside test results research . 
After done learning geometry through the Mathematical Habit of Mind strategy for students class experimental 
and control class , obtained data about ability think creative . Test ability think given creative _ to student as 
many as 2 questions namely ; 

 

2. If any facet three ; elbows, same sides , isosceles and any own the same perimeter , then specify 
which triangle has wide area biggest and give reason the answer , 

As for the answers student is as following . 

A B 

C 

A B 

C 

D 

A B 

C 

D E O 

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From the results tests performed , obtained _ results in summary statistical calculations as following . As for the 
statistical test that will be tested is ; 

H o : µ1=µ2; None _ difference ability think creative given students _ learning MHM strategy geometry with 
given students _ learning normal . 

H a : µ1≠µ2; there is difference ability think creative given students _ learning MHM strategy geometry with 
given students _ learning normal . 

Table 1. Ability score think creative student class experimental and control class . 

  Total Total 

Means 85.87879 52.33333 

Variances 57.42235 158.6667 

Observations 33 33 

Hypothesized Mean Difference 0 

df 52 
 t Stats 13.10914 

P(T<=t) one-tailed 2.06E-18 
 t Critical one-tail 1.674689 

P(T<=t) two-tailed 4,11E-18 

t Critical two-tail 2.006647   

 

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From table 1 above seenthat the t- count value (13.109) is more big of t- critical (1.675). this show that H 

0 rejected and H aaccepted . So so that can concluded that there is difference ability think creative given student 
learning MHM strategy geometry with given students  learning normal . Due to average ability think creative 
students who were given the MHM strategy (85,879) were more big of average ability think creative given 
student  learning ordinary ( 52.333) , then can concluded that ability think creative given students  more MHM 
strategy learning Good from given student learning normal . this in accordance with results research conducted 
.There is the influence of Mathematical Habits of Mind Strategy on ability think creative mathematical to 
students of the Mathematics Education Study Program Indonesian Institute of Education [11]. Likewise , 
Mahmudi (2009) said that activity exploration of ideas on stage MHM learning can push student think flexible , 
ie identify various method or solution strategy problem [12]. Ability think creative increase consequence 
happening activity exploration , and this as one  MHM strategy stages . With such activities it is possible to 
obtain strategies that are unique or new [15]. Strategy Mathematical habits of mind support student For more 
thinking , reflective , and creative [18] 

More further , the difference ability think creative the can seen from per indicator , that is as following . 
 
 
 
 

Table 2. Calculations ability indicators _ think creative . 

a. Sensitivity  
From table 2 above seen that the t- count value ( 4.833 ) is more big of t- critical ( 2.010 ). this _ show that 

H 0 rejected and H a accepted . So so that can concluded that there is difference ability element sensitivity given 
student _ learning MHM strategy geometry with given student _ learning normal . Due to average ability 
sensitivity students who were given the MHM strategy ( 16,484 ) were more big of average ability sensitivity 
given student _ learning ordinary ( 11.515) , then can concluded that ability sensitivity given student _ more 
MHM strategy learning Good from given student _ learning normal . 

b. Elements of Proficiency (Fluency) 
From table 2 above seen that the t- count value ( 8.978 ) is more big of t- critical ( 2.006 ). this _ show that 

H 0 rejected and H a accepted . So so that can concluded that there is difference ability element of student 
fluency given learning MHM strategy geometry with given student _ learning normal . Because the average 
fluency ability of students who were given the MHM strategy ( 17.212 ) was higher big of the average fluency 
ability of the students given learning ordinary ( 10.939) , then can concluded that fluency ability of students 
given more MHM strategy learning Good from given student _ learning normal . Creativity think will born if 
ability explore circumstances [14] 

c. Flexibility Element 
From table 2 above seen that the t- count value ( 9.658 ) is more big of t- critical ( 2.004 ). this _ show that 

H 0 rejected and H a accepted . So so that can concluded that there is difference ability elements of student 
flexibility are given learning MHM strategy geometry with given student _ learning normal . Because the 
average flexibility ability of students who were given the MHM strategy ( 17.212 ) was higher big from the 
average flexibility ability of students who are given learning ordinary ( 10.939) , then can concluded that 

  Sensitivity Sensitivity fluency fluency flexibility flexibility originality originality elaboration elaboration 

Means 16.48485 11.51515 17.21212 10.93939 17.87879 11.42424 16.93939 10.21212 17.36364 8.242424 

Variances 7.445076 27.44508 4.172348 11.93371 4.234848 10.50189 5.933712 16.92235 7.801136 12.75189 

Observations 33 33 33 33 33 33 33 33 33 33 
Hypothesized 
Mean 
Difference 0 

 
0  0  0  0  

df 48 52  54  52  60  

t Stats 4.833208 
 

8.978809  9.658771  8.083423  11.5577  
P(T<=t) one-
tailed 7,1E-06 

 
1.87E-12  1.15E-13  4.7E-11  3.36E-17  

t Critical one-
tail 1.677224 

 
1.674689  1.673565  1.674689  1.670649  

P(T<=t) two-
tailed 1.42E-05 

 
3.74E-12  2,3E-13  9,4E-11  6.72E-17  

t Critical two-
tail 2.010635   2.006647   2.004879   2.006647   2.000298   

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flexibility ability of students who are given more MHM strategy learning Good from given student _ learning 
normal . 

d. Indicator element of originality 
From table 2 above seen that the t- count value ( 8.083 ) is more big of t- critical ( 2.006 ). this _ show that 

H 0 rejected and H a accepted . So so that can concluded that there is difference ability elements of student 
originality that are given learning MHM strategy geometry with given student _ learning normal . Because the 
average originality ability of students who were given the MHM strategy ( 16.939 ) was higher big of the 
average originality ability of the students given learning ordinary ( 10.212) , then can concluded that originality 
ability of students who are given more MHM strategy learning Good from given student _ learning normal . 

e. Elaboration element indicator 
From table 2 above seen that the t- count value ( 11.557 ) is more big of t- critical ( 2.003 ). this _ show 

that H 0 rejected and H a accepted . So so that can concluded that there is difference ability elements of 
elaboration students are given learning MHM strategy geometry with given student _ learning normal . Because 
the average elaboration ability of students who were given the MHM strategy ( 17.363 ) was higher big from the 
average elaboration ability of students who are given learning ordinary ( 8.242) , then can concluded that given 
student elaboration abilities _ more MHM strategy learning Good from given student _ learning normal . 

Conclusion 
 
Ability think creative given student learning geometry with more Mathematical Habits of Mind strategies Good 
from given student ordinary learning _ conducted in the Department Medan State University Mathematics . 
Where, the average ability think creative gain _ given student _ learning geometry with the MHM strategy is 
85.878 while on learning normal is 52.333. Next , when seen of the average ability per element indicator of 
thinking creative among others; sensitivity , fluency , flexibility , originality and elaboration , then all the 
indicator elementlearning with more MHM strategy Good from learning normal .Differences in average ability 
per ability indicator think creative between students who were given the MHM strategy with learning usually 
have _ difference biggest is element elaboration . this _ in accordance with results research conducted by _ 
 

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IJO - INTERNATIONAL JOURNAL OF MATHEMATICS (ISSN: 2992-4421 )

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	Introduction

