Abstract
The new curriculum (K13) requires a teacher to develop students’ ability in order to learn and fully understand Mathematics. The important abilities needed for a student in understanding Mathematics are the creative thinking and self-confidence. The certain study is essential in order to enhance students’ ability of mathematical creative thinking and self-confidence. Challenge-Based Learning is not only demanding a student to discover a solution to a problem, but also to be confident in what he has done. The qualitative method is used in this research to describe the students’ mathematical creative thinking ability and self-confidence. The subjects are six students chosen from 21 students of seventh grade at one of Junior High Schools in Aceh, Indonesia. They are the student with high, moderate, and low creative thinking ability. The research instrument is a test for creative thinking ability, a questionnaire of self-confidence and an interview guideline. The result indicates that the students with high and moderate level meet at least three indicators of creative thinking ability. They are also confident in solving the problem. In contrast, the student with low level did not reach any indicators of creative thinking ability and have poor self-confidence. Keywords: Challenge-based Learning, Creative thinking ability, Self-confidence.
Highlights
Mathematics is one of the knowledge that relates to the daily life, which makes students need to learn and fully understand the subject
In this study, creative thinking ability is defined as ideas or concepts given by students to solve math problems and how the idea is applied in solving the problem
The aspects of creative thinking ability used in this research are based on Munandar (2009), namely fluency leads to solution or various answers, flexibility leads to solve problems that have more than one ways or different perspectives, originality leads to the way or idea is purely derived from one‟s genuine way of thinking, and elaboration leads to the demands of one step by another
Summary
Mathematics is one of the knowledge that relates to the daily life, which makes students need to learn and fully understand the subject. The low rank achieved by Indonesian students in TIMSS is the result of several factors. One of them is how Indonesian learners are poorly trained in answering the contextual questions which require reasoning ability, argumentation and creativity to solve the problems given in TIMSS. This fact is supported by the result of Zulfia (2016) which indicates that the ability of students in mathematical creative thinking, in general, is still quite low. The ability of creative thinking ought to be part of students‟ achievement and one of the main priorities in learning Mathematics at the elementary to the secondary level of education. Bahrun /Journal of Research and Advances in Mathematics Education, 2018, 3(2), 57-68
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
