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This study aims to 1) determine the lateral thinking process of students in SMA Negeri 1 Alor Barat Daya in terms of mathematics learning achievement and students' gender differences. 2) determine the lateral thinking ability of the students of SMA Negeri 1 Alor Barat Daya in terms of mathematics learning achievement and students' gender differences.This research is a descriptive research with a qualitative approach. The subjects of this study were 6 students of SMA Negeri 1 Alor Barat Daya with each level of high, medium and low mathematics learning achievement represented by men and women. Data was collected by means of mathematics learning achievement tests, lateral thinking tests and interviews. Data analysis used qualitative data analysis techniques, namely: data reduction, data presentation, and drawing conclusions.The results showed that 1) the lateral thinking process of students with high mathematics learning achievement, both male and female, had been fulfilled based on lateral thinking indicators. The subject can solve starting from recognizing the main idea of the problem at hand, the subject can look at the problem with several ways of solving it, the subject can loosen the rigid way of thinking: the subject can use the general solution method, choose to use the general solution method and give reasons why he chooses to use the general solution method. In this case, the subject uses random ideas to generate new ideas; the subject can have an idea on a general way of solving, the subject can explain the steps in using the idea of a way of solving that is not common. The lateral thinking process of students with moderate mathematics learning achievement, both male and female, has been partially fulfilled based on lateral thinking indicators. The subject can recognize the main idea in the problem, the subject has not looked at the problem in several ways, the subject has not loosened a rigid way of thinking (in the second problem male subjects can solve it by way of an unusual solution), the subject does not have random ideas to generate ideas -new idea. The lateral thinking process of students with low mathematics learning achievement, both female and male, has not met the indicators of students' lateral thinking. The subject cannot write down the dominant idea on the answer sheet, the subject does not solve the problem given in several different ways, the subject cannot loosen the control of rigid thinking, the subject does not have random ideas in generating new ideas.2) Students' lateral thinking ability is reviewed based on gender differences and high mathematics learning achievement has the same level of lateral thinking ability, which is high seen from the subject of being able to solve problems correctly and clearly on each of the students' lateral thinking indicators. In other words, the better the mathematics learning achievement, the better the students' lateral thinking ability. Students' lateral thinking ability is reviewed based on gender differences and moderate mathematics learning achievement has a moderate level of ability. This is because the two subjects can only fulfill the first lateral thinking indicator, namely recognizing the dominant idea. If the mathematics learning achievement is moderate, both female and male, then the lateral thinking ability is also moderate. Students' lateral thinking ability is reviewed based on gender differences and low mathematics learning achievement has a low level of ability, judging by the subject's ability to solve problems starting from the subject unable to write down the dominant idea on the problem, the subject has not been able to solve the problem given in several different ways, the subject has not able to loosen the control of rigid ways of thinking and the subject has not been able to have random ideas to generate new ideas. The lower the mathematics learning achievement, both female and male, the lower the students' lateral thinking ability.

Lateral thinking in mathematics, mathematics learning achievement, gender