<![CDATA[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.]]>
Copyrights © 2026
