Abstract
Reflective thinking has been promoted in universities in recent years, is no exception for prospective mathematics teachers. Reflective thinking ability of prospective teachers needs to be identified as consideration for finding the right formula to improve reflective thinking skills in learning. The purpose of this study is to classify the reflective thinking abilities of prospective mathematics teachers. The research method used was a survey method. This research involved mathematics education students who had attended practical teaching courses. The instrument used was a reflective thinking questionnaire distributed online. As many as 85 students filled out the questionnaire through the Google form. Data analysis was performed by quantifying the results of the questionnaire, then calculating the frequency and interpreting it using predetermined criteria. The results showed that prospective mathematics teachers who had been categorized in reflective thinking were less than 50%. This shows that the improvement of reflective thinking ability for prospective mathematics teachers is still very much needed.
Published Version
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