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In the field of education, research has consistently emphasized mathematical creative thinking as a crucial component of 21st-century skills. Thus, this cross-sectional study examines the predictors of such thinking by specifically focusing on the roles of perceived creativity, creative self-efficacy, and computational thinking. The participants consisted of 896 secondary school students (52.9 % female; 47.1 % male) in Indonesia who were asked to complete a series of online questionnaires and tests. For analysis, structural equation modeling was employed, demonstrating satisfactory construct validity and instrument reliability. Based on the results, there was a positive association between computational thinking and mathematical creative thinking. In addition, perceived creativity had a positive impact on mathematical creative thinking, whereas creative self-efficacy showed a negative association. As for the empirical model, it revealed that computational thinking plays a mediating role, connecting perceived creativity and creative self-efficacy to mathematical creative thinking. The findings suggest that incorporating these skills and related variables into the mathematics curriculums in schools is essential for preparing students for success in the 21st century.
Suherman et al. (Fri,) studied this question.