This study aims to: (1) examine the contribution of student activity and learning facilities to mathematical learning outcomes indirectly through learning independence, (2) examine the contribution of student activity and learning facilities to learning independence, (3) test the contribution of student learning independence to results learn math. This type of research is quantitative with the research subjects being all VII grade students of the Muhammadiyah Middle School Surakarta Special Program in 2018/2019. Data collection is done by questionnaire and documentation. The data analysis technique used is path analysis which has previously been carried out in five tests of data analysis prerequisites, namely: normality test with liliefors, linearity test, multicollinearity test, heteroscedasticity test and autocorrelation test. The results of the study with a significance level of 0.05, namely: (1) there is a contribution of student activity and learning facilities to learning outcomes indirectly through learning independence by 23.9%, (2) there is a contribution of student activity and learning facilities to learning independence by 64%, (3) there is a contribution of learning independence to mathematics learning outcomes of 15.68%.

In solving mathematical problems, the creative thinking process is basically assessed based on two indicators: creative processes and products. The creative process is the stage of creative thinking that includes generating ideas, planning problem solving, and producing problem solving. The process generates creative products should meet the aspects of fluency, flexibility, and novelty. The present study aims at describing the creative thinking process of elementary school students in solving mathematical problems. It involved female student who practiced visual learning style as the subject with the consideration the subject could generate a flexible product, but not an extraordinary product that meets the aspects of fluency and novelty. Data was collected through test and in-depth interview. The validity was done with data triangulation technique. The collected data were analyzed with transcription, categorization, reduction, interpretation and conclusion. The findings indicate that the creative thinking process of elementary school students in mathematical problem solving is realized through generating ideas (reading and examining images in the question) to identify information that is already known, to employ different approaches for planning problem solving, and to produce creative products that meet the aspect of flexibility. Nevertheless, the products have not fulfilled the aspects of fluency and novelty.