Creative thinking is necessary in generating a new idea. Learning math is believed to enhance students' creative thinking. In reality, however, students are more concerned with questions that require memorizing formulas but less mastering their application. Problem posing can be a form of training in creative thinking. Problem posing requires that the student be creative and use the mathematical knowledge that has been obtained to connect several concepts. The problem is the contextual problem. PISA reflects problems that arise in personal, occupational, societal, and scientific contexts. Differences context of the contextual problem shows that mathematics can be applied in various problems in everyday life.

 

This research aims to describe the student’s creative thinking of junior high school to pose the mathematics problem with difference context. This research was qualitative descriptive research using test. The sample was the 32 students of 8^th grades of VIII-A. All students had completed a test namely contextual problem posing task. There were four students as subject in this research who was posed for each context. An analysis of mathematics problem posing test based on fluency, flexibility, and novelty, were categorized in 4 level of creativity. In order to know the student’s creative thinking, then the answers categorized in four difference context.

This results of this research show that students posed personal context problem is 40,63%, societal context problem is 21,88%, occupational context problem is 15,63%, and scientific context problem is 21,88%.

Students posed three questions with correct answer on personal context. First question about ticket prices, second question about the price of shirts, and third questions about the price of games rides. However, student shows one way to solve a problem. Student is in CTL (Creative Thinking Level) 3 met fluency and novelty.

Students posed three questions with correct answers on occupational context. First question about parking area, second question and third question about proportion. Student shows one way to solve a problem. Student is in CTL 3 met fluency and novelty.

 

Students posed three questions with correct answers on societal context. First question about ticket prices, second question about discount, and third questions about ticket prices. Student shows one way to solve a problem. Student is in CTL 3 met fluency and novelty.

 

Students posed three questions with the correct answer on scientific context. First and second questions about temperature’s difference, and third question about temperature’s conversion. Student shows one way to solve a problem. Student is in CTL 3 met fluency and novelty.

 

The conclusion is no students are on CTL 4. Student is in CTL 3 met fluency and novelty. Students posed at least three different questions with correct answers, but show one way to solve a problem. Students choose questions based on their everyday experiences.