Geometry Learning Pathways for Creative Thinking via Edupreneurial Approaches
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Creative Thinking, Cognitive Styles, Geometry, Mathematics, Creative
Abstract
This study highlights the importance of creative thinking as a 21st-century competency that is closely connected to technopreneurship and edupreneurship, emphasizing how students’ cognitive styles Field Independent (FI) and Field Dependent (FD) shape their creative performance in geometry learning. The objective of this research is to design and describe a learning trajectory that fosters creative thinking by integrating cognitive diversity into geometry education. Using a descriptive qualitative approach, six purposively selected students representing FI and FD groups with high, medium, and low ability levels were examined through the Group Embedded Figures Test (GEFT), creative thinking tests, and semi-structured interviews. Data analysis followed the Miles and Huberman model, comprising data collection, reduction, display, and conclusion. The findings show that FI students exhibit stronger creative thinking skills across fluency, flexibility, originality, elaboration, and evaluation, while FD students particularly those with medium and low abilities, experience challenges in conceptual understanding and visual-spatial reasoning, indicating that creative thinking in geometry is strongly tied to spatial imagination. The study concludes that the proposed learning trajectory enhances creative education by linking cognitive styles with innovative learning design, offering practical contributions for curriculum development, teacher training, and educational product creation. It further supports the cultivation of innovation-oriented mindsets essential for building edupreneurial ecosystems and aligns with Sustainable Development Goal 4 (Quality Education).
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