CREATIVE THINKING OF PROSPECTIVE MATHEMATICS TEACHER BASED ON LEARNING BARRIERS AND SELF-EFFICACY

Abstract

Mathematical creativity forms the basis for logical thinking, spatial thinking, and problem formation. This study aims to analyze the creative thinking profile of prospective mathematics teacher candidates based on self-efficacy and learning barriers from prospective mathematics teachers. This research approach was qualitative. The qualitative part uses the descriptive analysis method. The instruments in this research were the self-efficacy questionnaire, learning barrier questionnaire, creative thinking test, and interviews. The sample of this research was carried out on 150 prospective mathematics teachers. Prospective teachers are given a self-efficacy questionnaire, learning barriers, creative thinking test. Furthermore, the subject is selected according to the level of self-efficacy and learning barriers. Selected subjects were given a written test, and an interview was conducted. The selected subjects in this study amounted to six people. The criteria for the selected subject were two subjects who have high self-efficacy and low learning barriers, two subjects who have moderate self-efficacy and moderate learning barriers, and two subjects who have low self-efficacy with criteria being hampered in learning. The results showed that, First, subjects with high self-efficacy and low learning barriers are included in creative but do not include all indicators of creative thinking. Second, subjects with moderate and low self-efficacy with moderate and high learning barriers are quite creative. This second result showed that the subject has an average value of good creative thinking indicators for all indicators of creative thinking. This study concluded that self-efficacy and student learning barriers were linear with their creative thinking. The results of this study are important as a basis for teachers that not all students are smart. So that the learning process must still pay attention to the condition of students, especially learning barriers and self-ability.