MATHEMATICAL CREATIVE THINKING ABILITY AND SCAFFOLDING PROCESS ACCORDING WITH LEARNING STYLES FOR PRE-SERVICE TEACHERS

Oct 15, 2026

Uploaded by Dipper

Study investigates how pre-service primary teacher students develop mathematical creative thinking and how scaffolding processes operate under different learning styles. Fifty first-year participants completed questionnaire, test, and interview-based validation to triangulate creative thinking ability and scaffolding effectiveness. Results show subjects vary in creative thinking by learning style, and scaffolding aligned with each style improves creative thinking performance. The process starts with motivation, concept construction, and problem solving, with assistance speed differing across learners. Success is supported when scaffolding is paired with media such as props and simulation drawings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Creative thinking in 21st-century education

Need for mathematics learning improvement

Scaffolding as an instructional support strategy

MATHEMATICAL CREATIVE THINKING ABILITY AND SCAFFOLDING PROCESS ACCORDING WITH LEARNING STYLES FOR PRE-SERVICE TEACHERS Wahyudi Universitas Kristen Satya Wacana, Indonesia, [yudhi@staff.uksw.edu](yudhi@staff.uksw.edu) Stefanus Budi Waluya Universitas Negeri Semarang, Indonesia, [s.b.waluya@mail.unnes.ac.id](s.b.waluya@mail.unnes.ac.id) Rochmad Universitas Negeri Semarang, Indonesia, [rochmad@mail.unnes.ac.id](rochmad@mail.unnes.ac.id) Hardi Suyitno Universitas Negeri Semarang, Indonesia, [hardi.suyitno@mail.unnes.ac.id](hardi.suyitno@mail.unnes.ac.id) This study aimed to describe the ability of mathematical creative thinking and scaffolding process of pre-service teachers according to the learning styles. The participants were 50 first year pre-service primary teacher students. The research data were taken by questionnaire, test and interview. The questionnaire results to look at learning styles, test results to see the ability of mathematical creative thinking. Interviews were used to validate the results of thinking skills tests and scaffolding processes. The research design uses qualitative triangulation where the validity of data ability of creative thinking, scaffolding process seen from the result of test and interview. The first result of this study indicates that the subjects have different creative thinking abilities which were seen from his learning style. The second result shows that scaffolding according to the subject's learning styles can improve the ability of mathematical creative thinking. The scaffolding process begins with the provision of motivation, explaining, constructing the correct concept and working on the problem. The speed of the subject in receiving assistance through scaffolding takes different times. Although they have different learning styles, scaffolding process will be successful when used along with the media, either in the form of props and simulation drawings. Keywords: Mathematical creative thinking, scaffolding, learning styles, pre-service teacher INTRODUCTION Creative is one of the major components in 21st century education (Mann, 2005) . Therefore, the contemporary curriculum emphasizes the development of creative thinking skills for learners (Vale & Barbosa, 2015; Sternberg, 2006) . The ability to think creatively leads to the acquisition of new insights, new approaches, new perspectives, or new ways of understanding issues that include aspects of fluency, flexibility, and originality, and elaboration. The ability to think creatively grows from the creativity of learners. Therefore, creativity becomes something that needs to be developed in education. This is similar to the results of research by Dyers et al. (2011) said that 2/3 of a person's creativity ability is obtained through education, the remaining 1/3 comes from one's genetics. In contrast to the ability of intelligence holds that 1/3 the ability of intelligence is obtained from education, 2/3 of the rest comes from one's genetic. That means we cannot do much to improve one's intelligence but we have many opportunities to improve his creativity. Creativity is applicable to all areas of learning including in the field of mathematics, especially the ability to think creatively. Thus the ability to think creatively in the field of mathematics needs to be developed so that learners have high creativity in solving mathematics problems. In addition, this ability becomes a benchmark of the success of learners in learning (Mairing & Jackson, 2016) . The problem that arises is that not all mathematics learning provides opportunities for learners to improve their creative thinking ability. Often, learning is oriented on the amount of material given. It was seen from the rank of Indonesia for mathematics subjects in Programme Internationale for Student Assessment (PISA) in recent years Indonesia is still lower than other countries. Indonesia is ranked 64 out of 72 countries. The rank has improved, but st

FAQs

What is the study’s main purpose?

To describe pre-service teachers’ mathematical creative thinking ability and the scaffolding process according to different learning styles.

How was the research conducted and validated?

Data were collected using questionnaires, tests, and interviews; interview results were used to validate the thinking skills test outcomes and scaffolding processes through qualitative triangulation.

How does scaffolding improve mathematical creative thinking, and what affects its timing?

Scaffolding improves creative thinking by providing motivation, constructing correct concepts, and guiding problem solving. The time each subject needs to receive and benefit from assistance differs, and effectiveness is stronger when paired with media such as props and simulation drawings.

Oct 15, 2026

Uploaded by Dipper