Open Ended Problems: Students' Creative Thinking Process on Fluency Indicators in Terms of Self-Efficacy

Abstract

Each individual process has an unique characteristic which distinguishes each other’s students. It placed individual process as important thing in enhancing creative thinking. Descriptive-qualitative research was chosen to describe the creative thinking process on fluency indicators to solve open-ended problems in terms of self-efficacy. It uses creative thinking skills tests and interview guidelines to obtain data as an instrument to find out the level of student’s self-efficacy. By means of analyzing process data which consisted of reduction, presentation, and conclusion stage, it could be shown that the creative thinking process of students with high self-efficacy solving problems at the stage of preparation, incubation, illumination, and verification. Need a respond to a new event by modifying the existing schema, so that it fits the object. other than that it can form a completely new schema that is in accordance with the object or event experienced. In students with moderate self-efficacy and low creative thinking processes that occur almost the same as integrating directly information or new knowledge into the scheme of the mind. However, not all stages of creative thinking are carried out by students with moderate and low self-efficacy, not at all.