Students’ Creative Thinking in Geometry Problem Solving Across Adversity Quotient Levels

Abstract

Creative thinking is essential in geometry problem solving because students are required to generate ideas, use varied strategies, elaborate reasoning, and produce original solutions. However, students’ creativity may be influenced not only by cognitive ability but also by non-cognitive factors such as Adversity Quotient (AQ). This study analyzes students’ creative thinking in solving geometry problems across three AQ levels: Climber, Camper, and Quitter. This study employed a qualitative case study design involving three students selected purposively based on AQ categories. AQ levels were identified using a questionnaire adapted from Stoltz’s framework. Data were collected through open-ended geometry problem-solving tasks and semi-structured interviews. Students’ responses were analyzed using creative thinking indicators: fluency, flexibility, originality, and elaboration. Data analysis followed the Miles and Huberman interactive model, supported by thematic coding. The findings show clear differences across AQ levels. The high-AQ student demonstrated integrated creative thinking through multiple relevant ideas, varied strategies, detailed reasoning, and persistence in verifying solutions. The moderate-AQ student showed partial creative thinking, relying mainly on familiar procedures with limited flexibility and elaboration. The low-AQ student displayed minimal creative engagement, difficulty initiating problem solving, lack of alternative strategies, and low persistence when facing challenges. The study indicates that AQ shapes both persistence and the quality of students’ creative thinking in geometry problem solving. Creative thinking should therefore be understood as an interaction between cognitive processes and affective resilience. Mathematics instruction should integrate open-ended tasks, reflective questioning, scaffolding, and supportive learning environments to foster both creativity and resilience.