Ethnomathematical test for mathematical creative thinking

Abstract

Mathematical creative thinking (MCT) is now globally recognized as a vital 21st-century skill for students in all areas of education. However, the absence of robust psychometric properties in MCT assessments, particularly in the context of ethnomathematics, poses a significant obstacle to incorporating MCT into school curricula. This study aimed to evaluate the psychometric properties of the Mathematical Creative Thinking-Ethnomathematics Based Test (MCTBE) using the Rasch model. Specifically, it sought to determine whether the data align with the Rasch model measurement, assess the MCT abilities of a sample of Indonesian secondary school students, and investigate how test items function differently based on gender. A total of 186 secondary school students, with an average age of 13.94 ± 0.89 years, participated in the study. The results indicated that the data fit the Rasch model measurement effectively. Additionally, there was no Differential Item Functioning (DIF) in the test criteria, and MCT ability varied by sex, ethnicity, and grade level. This work broadens the field of MCT evaluation through ethnomathematical test, providing meaningful guidance for educational researchers.