Prospective Mathematics Teachers in Solving Creative Thinking Problems

Ratri Candra Hastari, Tatag Yuli Eko Siswono, Abadi Abadi

© 2026 Ratri Candra Hastari, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International. (CC BY-NC 4.0).

Citation Information: SAR Journal. Volume 9, Issue 1, Pages 51-58, ISSN 2619-9955, https://doi.org/10.18421/SAR91-06, March 2026.

Received: 18 November 2025.
Revised: 16 February 2026.
Accepted: 25 February 2026.
Published: 27 March 2026.

Abstract:

Creative thinking is a cognitive activity that occurs within an individual’s mind and is based on fluency, flexibility, and novelty. Fluency in problem solving refers to the ability to produce multiple correct solutions to a given problem. Flexibility refers to the ability to apply various different methods or strategies in solving a problem. Novelty in problem solving refers to the ability to generate diverse solutions that are considered different when they appear distinct, do not follow a fixed pattern, yet remain correct. The subject AGN, a pre-service mathematics teacher, is categorized as having a “creative” ability level. AGN was able to meet the indicators of fluency and novelty in solving mathematical problems in both the first and second creative thinking tasks. However, AGN has not yet demonstrated the ability to solve problems using a variety of different methods or approaches.

Keywords – creative thinking, students, mathematics teachers, problem solving.
                   

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