Exploration of mathematics teacher knowledge in lateral thinking techniques to develop creative thinking skills

• Published in: AIP conference proceedings 2022-07, Vol.2577 (1)
• Main Authors: Shodiq, Lukman Jakfar, Faizati, Puji Savvy Dian, Utomo, Bendot Tri
• Format: Article
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0096057

This study investigates mathematics teachers' knowledge of lateral thinking techniques as an evaluation for improving teachers' performance to increase student creativity skills. This research is quantitative research with a survey method involving 52 mathematics teachers in Lumajang, East Java in june 2021. The instruments used are a theoretical knowledge questionnaire, application, and assessment consisting of 24 statements. The data analysis stage is categorizing the level of mathematics teacher knowledge using Likert's Summated Rating, correlation, and regression analysis. It can be concluded that the characteristics background of teachers who have high knowledge of lateral thinking techniques are female mathematics teachers with an age range of 30 to 39 years where have high verbal mathematical abilities. Mathematics teacher's knowledge in lateral thinking skills is at a very high level of 6%, a high level of 44%, and a medium level with a value of 50%. The simultaneous correlation value between the teacher's background and total knowledge of lateral thinking skills is in the high category with a 0,62 coefficient of determination. Notwithstanding, the individual correlation esteems between mathematics educators background and knowledge in lateral thinking are in a low classification. Learning experience has a positive relationship to all parts of mathematics educators’ knowledge. The educator background didn't essentially impact theoretical knowledge. Levels and location of the school, training, and learning experience on lateral thinking knowledge show the importance esteem, essentially influencing mathematics educator knowledge in lateral thinking. The learning experience viewpoint adds to a critical beneficial outcome on all of educator knowledge aspects in lateral thinking abilities. Mathematics educator has medium theoretical knowledge and high knowledge in application and assessment of lateral thinking. To further improve students' creative abilities, mathematics teachers should improve their theoretical knowledge of lateral thinking.