Relationship between mathematical creative thinking ability and student’s achievement in gender perspective

Abstract

Abstract This study aims to obtain a comprehensive explanation of the relationship between mathematical creative thinking skills and students’ achievement from a gender perspective. The samples of this study were the 10th-grade science department students’ scores on mathematical creative thinking, and achievement, which contains 29 students (14 male students and 15 female). This research is ex post facto research. The result shows that; 1) there is a positive relationship between mathematical creative thinking ability and learning outcomes in gender perspective simultaneously, with the R coefficient is 60.4%, variation in mathematical learning achievement can be explained by variations in creative thinking ability and gender; 2) Male students’ mathematical creative thinking skills have a positive effect on mathematical learning achievement, with the R coefficient is 57.7%, variations in mathematical learning achievement can be explained by variations in the male students’ creative thinking ability; 3) The mathematical creative thinking ability of female students has a positive effect on mathematical learning achievement, with the R coefficient is 56%, variations in mathematical learning achievement can be explained by variations in female students’ creative thinking ability. The variation of male creative thinking is slightly superior to the variation of the creative thinking of the female.