Reflective thinking ability in terms of mathematical resilience of mathematics student teachers

Abstract

This study aims to describe and analyze mathematical reflective thinking ability in terms of mathematical resilience in mathematics student teachers. Three participants of this qualitative descriptive study were 4th-semester student teachers at one of the universities in Jakarta, selected using the purposive sampling technique. The research instruments used were a mathematical reflective thinking ability test, a mathematical resilience questionnaire, and an interview guideline. Data was validated using time triangulation and analyzed using the constant comparative method, with the following steps: (1) data reduction and categorization; (2) data presentation; and (3) concluding. The results showed that the student teachers with high mathematical resilience had good mathematical reflective thinking skills because they could fulfill all mathematical reflective thinking ability indicators and have high self-confidence and assurance. Meanwhile, student teachers with moderate resilience lacked mathematical reflective thinking ability because they could not meet all indicators, were less thorough, and lacked details even though they had good enthusiasm and self-confidence. Meanwhile, students with low resilience had poor mathematical reflective thinking ability, were careless and not detailed, and tended to quit when encountering difficult problems.