Mathematics Teachers' Conceptions of Creativity in Indonesian Secondary Schools

Background/purpose. Mathematics teachers' conception of creativity needs to be considered because they are key to successfully enhancing student creativity in learning. This study aims to (1) determine the definition of creativity according to teachers; (2) determine the characteristics of creative students; (3) determine whether student creativity can be enhanced through mathematics learning; (4) determine the factors that influence student creativity; and (5) determine the learning characteristics that can enhance student creativity.

Materials/methods. This study uses a qualitative research approach with a phenomenological research design that aims to reveal mathematics teachers' conceptions of creativity in mathematics learning. Seven teachers from various levels of education in Indonesia were given questionnaires and interviewed to explore their views regarding the definition of creativity, characteristics of creative students, efforts to enhance creativity through mathematics learning, factors that influence it, and learning characteristics that support creativity, with data analyzed using a content analysis approach.

Results. Teachers believe that creativity is the ability to generate new ideas and different solutions in solving problems. Teachers identified the characteristics of creative students, including curiosity, flexibility of thinking, imagination, and independence. All teachers agreed that creativity can be enhanced through mathematics learning. Student-centered learning and providing space for exploration are said to be effective in fostering student creativity.

Conclusion. This study concludes that teachers realize the importance of creativity in mathematics learning and have conceptual understanding and practices that support its development, although not yet fully systematic.

Keywords: Creative, creativity, mathematics learning, teachers' conceptions

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