Copyright 2020 The Author(s). Published by vgtu press

Keywords:
creativity test, creativity in mathematics, enhancing problem solving ability, learning math-
ematics via problem solving, lesson study, new 
Kurikulum Standard Sekolah Menengah
syllabus.
Introduction
Creativity has many meanings to different people. Some believe that it is being imaginative 
or inventive, while others associate creativity with original thinking or producing something 
that nobody has come up with before. Creativity is also related to a person’s attitude. People 
Creativity studies
ISSN 2345-0479 / eISSN 2345-0487
2020 Volume 13 Issue 2: 270–291
https://doi.org/10.3846/cs.2020.11027
*Corresponding author. E-mail:
 [e-mail]

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Creativity Studies, 2020, 13(2): 270–291
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can develop a set of attitudes which may influence them into becoming creative, where they 
are willing to persevere and attempt their own way of accomplishing something. Robert J. 
Sternberg explained creativity by saying,
“Among the attitudes toward life that may generate a person’s creativity is the will-
ingness to (a) redefine problems in novel ways, (b) take sensible risks, (c) “sell” ideas 
that others might not initially accept, (d) persevere in the face of obstacles, and (e) ex-
amine whether their own preconceptions are interfering with their creative process” 
(2012, p. 5).
No matter what creativity is believed to be, it is at the foundation of innovation which is 
one of the vital ingredients for a country’s development, especially for the knowledge-based 
economy. Hence, having creative workforce is important for any country to move forward. 
Fortunately, every person has the potential to be creative, and creativity is closely related to 
ideas, feelings, mind, experience and the need of an individual. Four aspects were identified 
in defining creativity:
“1) Interaction of aptitude, process, and environment; 2) Perceptible product, 3) Novel 
and useful results in new and useful identifiable product for society and 4) Social con-
text” (Plucker et al., 2004, pp. 90–92).
In mathematics, creativity is resulted when students conceive and create novel approaches 
to solving problems that are carefully planned by their mathematics teacher. Aspects of cre-
ativity that is appropriate for their level may be demonstrated as a result of their personal 
inquiry. In this study, the process of using creativity to produce novel solutions to the care-
fully planned problems is known as Creative Problem Solving (CPS). CPS has a dual role to 
enhance students’ problem solving skills as well as their creativity. Hence, CPS skills refer 
to the ability of individuals to solve problems through the development of creative and bril-
liant ideas. The teaching strategies involve a process of reasoning that encourages students 
to think through critical questions and appropriate discussions. Discussions and exposure to 
a variety of methods can stimulate students’ desire to be more creative in solving problems 
and motivate them to learn.
Teaching creativity is feasible in other subjects too. James (2015, p. 1032) claimed that it 
is possible to establish creativity-enhancing learning environment. Her paper (James, 2015, 
p. 1041) suggested that mind shifts, reflective and intentional practice, and renewed energy 
are required to create learning environment that enhance creativity successfully. Another 
study by Kaplan (2019, p. 145) on teaching for creativity development related how a course 
for trainee teachers was successful in inspiring those teacher candidates in applying and 
analyzing creativity theory to instruction. Hence, acknowledging the importance of creativ-
ity and viability of teaching creativity to school children, this research study was undertaken 
to investigate the impact of CPS in the subject of mathematics on Form 1 (Year 7) students’ 
creativity and problem solving skills.
Isoda (2010, p. 17) claimed that problem solving approach is a consequence of lesson 
study in Japan since more than a century ago. It is also considered a theory of teaching for the 
subject of mathematics that involved inculcating self-learning for Japanese school children 
(Isoda, 2010, p. 17) which embrace learning how to learn. Meanwhile, Lesh and Zawojewski 
(2007, p. 782) clarified that learning of mathematics should be organized through problem 

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M. Khalid et al. Enhancing creativity and problem solving skills through creative problem...
solving, and proposed a shift from traditional views of problem solving to one that empha-
sizes, “synergistic relationships between learning and problem solving”. This include:
“the process of interpreting a situation mathematically, which usually involves several 
iterative cycles of expressing, testing and revising mathematical interpretations – and 
sorting out, integrating, modifying, revising and or refining clusters of mathematical 
concepts from various topics within and beyond mathematics” (Lesh & Zawojewski, 
2007, p. 782).