| Autor: |
Zamzam, Kenys Fadhilah, Sa'dijah, Cholis, Subanji, Rahardi, Rustanto |
| Předmět: |
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| Zdroj: |
AIP Conference Proceedings; 2024, Vol. 3049 Issue 1, p1-7, 7p |
| Abstrakt: |
Teacher competence becomes the foundation in teaching and learning process to maximize the potential of the students. One of the teacher competences is the ability of creative thinking. The thing related to creative thinking is divergent thinking. The results of the study of previous research reveal students' divergent thinking in problem solving but have not revealed divergent thinking in developing assignments. Therefore, this research examines teacher candidate-students' divergent thinking in developing assignment especially assessed from the creativity. The instruments in this study were validated by two experts, namely mathematicians and mathematicians. The initial stage involved 24 prospective teacher students with low, medium and high mathematical abilities. The initial stage involved 24 teacher candidate-students with various mathematics abilities. Then, the researcher gave mathematics assignment to be developed with assignment sequence indicator of creative thinking. Based on the assignment developed by the teacher candidates, it was classified into four categories, they were: 25% was in the category of no changes mean, 16.7% was in the category of a variability of blind, 33.3% was in the category of orthodoxy, and 25% was in the category of creativity. This showed that the category of creativity of teacher candidates was not too high so that the teacher candidate-students' divergent thinking was still low in developing mathematics assignment. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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