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All Journal Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika
Benny Hendriana
Universitas Muhammadiyah Prof.Dr.HAMKA, Jakarta, Indonesia
Mathematics

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Analysis of mathematical creative thinking ability in relation to self confidence Tasya Pebrianti; Benny Hendriana
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 2 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i2.4471

Abstract

Mathematical creative thinking is an important higher-order thinking skill, yet students often remain limited in generating varied and original mathematical solutions. This study analyzed tenth-grade students' mathematical creative thinking ability in relation to self-confidence on the topic of quadratic functions. A qualitative phenomenological approach was employed with seven students from SMAN 13 Jakarta, selected purposively to represent high, moderate, and low self-confidence categories. Data were collected through a four-item non-routine written test, a 14-item self-confidence questionnaire, and semi-structured inter- views. The data were analyzed through reduction, display, and conclusion drawing, with validity supported by technique and source triangulation. The findings showed that mathematical creative thinking profiles varied within every self-confidence category. S1 and S7 fulfilled the four indicators of fluency, flexibility, originality, and elaboration most consistently, whereas several students with high or moderate self-confidence remained limited in flexibility and originality. S7, despite having low self-confidence, demonstrated strong conceptual mastery, independent use of GeoGebra, and careful verification through multiple strategies. These findings indicate that self-confidence can support idea exploration but does not determine mathematical creative thinking ability linearly; conceptual mastery, persistence, and intrinsic motivation also play important roles.
Analysis of mathematical critical thinking skills in terms of self-efficacy Alya Shafiyah Rahma; Benny Hendriana
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 2 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i2.4718

Abstract

Mathematical critical thinking is an important skill in mathematics learning because it relates to students’ ability to understand information, analyze problems, determine solution strategies, and evaluate results. This skill is also related to students’ beliefs when dealing with mathematical problems. This study aimed to analyze students’ mathematical critical thinking skills in terms of self-efficacy to gain an in-depth understanding. The study employed a qualitative phenomenological approach. The participants comprised 58 students from two Grade 10 classes at a public senior high school in North Jakarta. The researchers selected 11 students through purposive sampling based on the test and questionnaire results. Data were collected through a mathematical critical thinking skills test, a self-efficacy questionnaire, and interviews. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that students’ mathematical critical thinking skills exhibited diverse characteristics across different self-efficacy categories. Students with very good skills and high self-efficacy were able to interpret information, construct mathematical models, determine strategies, and evaluate results accurately. Students with lower skills demonstrated limitations in constructing models, determining strategies, performing calculations, and drawing conclusions. Self-efficacy was reflected in students’ beliefs, experiences, persistence, and responses when facing difficulties. However, the level of self-efficacy was not always directly proportional to mathematical critical thinking skills.
Co-Authors Alya Shafiyah Rahma Tasya Pebrianti