International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)

Analyze of Mathematical Creative Thinking Ability Based On Math Anxiety in Creative Problem Solving
Model with SCAMPER Technique
1,a) 2,b) 2,c)
L.R. Apriliani , H. Suyitno ; & Rochmad
1
SMK NegeriJawa Tengah, Semarang, Indonesia.
2
Universitas Negeri Semarang, Jawa Tengah, Indonesia
Corresponding author: a)laelyrohmatinapriliani@gmail.com1 b)hhardisunnes@yahoo.com2 c)rochmadmanden@yahoo.com2

ABSTRACT

Mathematical creative thinking ability in problem solving becomes the requirement of Mathematics Education recently in
order to find many ideas and new solution so that the issues can be resolved appropriately. Mathematical anxiety is the
most dominant emotional feeling in adolescent students in relation with school mathematics. Mathematical creative
thinking abilities of students vary based on the conditions of their math anxiety. Creative Problem Solving (CPS) learning
model develops the mathematical thinking ability. SCAMPER as learning techniques that contains a set of directed
questions to evaluate some generated creative ideas. This study aims to 1) test and analyze the quality of learning CPS
with SCAMPER technique and 2) analyze the mathematical creative thinking ability based on student math anxiety.
This research uses mixed method study with concurrent embedded design that combines not balanced qualitative and
quantitative research methods. Qualitative methods as the primary method. Qualitative and quantitative research go hand
in hand. The process of collecting quantitative data held on the implementation of learning Creative Problem Solving
(CPS) with SCAMPER technique and it is followed by qualitative research to collect data of math anxiety. This
quantitative research design is nonrandomized Control Group, Pretest-Posttest Design. Taking the research subjects held
by randomized taking for each of the two students at each level of anxiety mild, moderate, severe and panic in order to do
the qualitative analysis of the mathematical creative thinking abilities according to its indicators.
The conclusions of this study is the quality of learning CPS with SCAMPER technique is good and effective.
The result of study in SMK NegeriJawa Tengah grade X shows that students with mild anxiety are the students who are
very creative or creative enough. The student can present more than three various ideas of responses, provide more than
one way different alternative answers, and can write the solution in its own way and quite unique. Students with moderate
anxiety are students who are very creative or creative. The student can present more than two different ideas, provide
more than one more than one way different alternative answers more than one way, and can write the solution by its own
way quite unique. Students with severe anxiety are students who are creative enough or very creative. The student can
present more than two different ideas of answers though it less precise, provide more than one different alternative way of
answers and they are not always able to write the solution in its own way uniquely. Students with panic level of anxiety
are are not creative students. The student can not provide more than two different ideas of answers; just give the answer in
one way in general.

Keywords: Creative Thinking Ability, Math Anxiety, Creative Problem Solving Model, SCAMPER

INTRODUCTION

Nowadays mathematical creative thinking ability as a source of development, mathematical creativity as an

in solving problen become the requirement in
Mathematics Education in globalitation era in order to
issue various ideas and new solution so the problem can
be precisely solved. More specifically, the mathematical
creativity plays a key role in the overall cycle of
advanced mathematical thinking(Nadjafikhah et al,
2012). In line with the research Sriraman (2004) which
states that the mathematical creativity ensures the
development of mathematics as a whole. In the contrary,
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area not explored well in the world of mathematics and
mathematics education in the world.
The results of initial study of creative
mathematical thinking ability in class X SMK Negeri
Jawa Tengah showed that 60% of students gave a similar
answer to the objects presented in the matter. Most
students describe similar plane figure with the presented
plane figurein a matter that is a rectangle of different
sizes and has an extensive long sides together when
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
students are directed to describe other quadrilateral which
has the same area to a given rectangle. It shows that most
students tend to present only one idea a correct answer
using the same method of solving mathematical
problems. They only achieve fluency indicators only
from the aspect of creative thinking that is presenting a
different settlement properly. Indicators creative thinking
flexibility has not reached the students have not been
able to solve the problem with more than one method or
approach completion. Most of the students have not been
able to find the right solution, new and unique that they
have not reached the indicator uniqueness (originality).
Only a few students who describe plane figureother
quadrilateral such as parallelogram, kite, rhombus or
trapezium which has an area equal to a given rectangle.
Mann (2006) states that in the learning activities, most
teachers tend to require students to answer with the
correct answer, only allowed to use one particular
method, the mathematical concept of students as the
application of mathematical techniques strengthened.
This is contrary to Nadjafikhah et al. (2012) that the
importance of mathematics not only produce the correct
answer but think creatively.
Clements (2013) considered that the feelings of
anxiety and frustration still become an obstacle in
learning mathematics. As disclosed by Fitzsimons et al.
(1996) that anxiety is an emotional feeling that is so
dominant in adolescent students in conjunction with math
in school. This is in line with the research of Nordin
&Zakaria (2007) which found a significant inverse
proportional between math anxiety to the ability of
mathematics and achievement. The research of Puteh &
Khalin (2016) also concluded that there is a significant
negative correlation between the achievement of students
with math anxiety that is r = -0.237.
Based on the results of questionnaires and
interviews to investigate math anxiety on a preliminary
study in class X SMK Negeri Jawa Tengah, the data
showed that 33.33% of students experiencing moderate
anxiety, 33.33% of them experiencing severe anxiety,
and 20.81% students had panic level when they faced
mathematical problem. Students recognized that feelings
of anxiety experienced by some students in
themathematics learning, especially when faced with a
mathematical problem. Some students said that they were
experiencing some of the symptoms of cognitive,
physical and behavioral math anxiety. Most students felt
panic, anxious and nervous when faced with
mathematical problem.
As the research Maloney et al. (2013) concluded
that one reason the students avoid mathematics is
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havingthe teachers who always convey their demands to
ask students in answering math problems correctly but
provide little motivation for cognitive and learning
support. It has an impact on student achievement as
stated by the research Nordin &Zakaria (2008) that high
math anxiety couldcause students weak in calculation,
lack of understanding and tend to lack initiative in
finding strategies and the relationship between the
domains of mathematics.
The ability to think creatively is one of student’s
achievement which are correlated with math anxiety. The
research of Tabrizi et al. (2011) concluded high
correlation was found between creative thinking and
anxiety. The study found that the power of creativity
gained through education in one's life when in its
development can fight mental health problems. This is in
line with the conclusions of Kaur (2012) that lower
anxiety students tend to be more creative. Therefore,
creative thinking can help someone in reducing anxiety,
these studies suggest the teachers and practitioners to use
methods that develop creativity in order to reduce
anxiety.
Mathematics is an important lesson for students
majoring in engineering that prepares them to work with
some of the concepts of mathematics and also use
mathematics in engineering. As stated by Vitasaria
(2010) that the engineering student had close relationship
with mathematics where mathematics is important in
engineering to understand the language in describing the
formulation of the physics, chemistry and so in
mathematical terms.Lumsdaine and Lumsdaine (1995)
described that the framework CPS on mathematics
learning in vocational technical students observed by the
development of generic skills such as communication
and cooperation to support vocational technical students
in solving problems. Lumsdaine and Lumsdaine (1995)
advised the use of framework CPS in mathematics for
students of vocational techniques. As stated by Maharani
(2015) that one model of learning that could develop the
creative thinking ability is the Creative Problem Solving
(CPS). Animasahun (2014) stated that SCAMPER
learning technique uses the set of directed questions
where someone answered on himself in order to find a
new opinion. The learning technique is in accordance
with the purpose of learning CPS. As noted by Treffinger
& Isaken (2013) that one of the tools to generate ideas on
learning step CPS is SCAMPER technique. Based on the
above, the researchers decided to conduct a study
evaluating the students' mathematical ability to think
creatively in terms of math anxiety on CPS learning with
SCAMPER technique.
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
Anxiety is the group of symptoms that allows the
worries and stress, and sometimes in the form of
psychological symptoms such as increased blood
pressure (Shibli, 2015). In particular, math anxiety is a
feeling of fear, horror, unpleasant that many people
experience when they are faced with a mathematical
problem solving (Maloney et al, 2014). Math anxiety is
also defined as a feeling that involves anxiety and tension
that blocking the activity of mathematical operations.
Math anxiety often occur among a set of circumstances
where students suffer from fears based on painful
experience to mathematics (Zakaria & Nordin, 2008).
Zakaria & Nordin (2008) described math anxiety as
strong feelings involving fear and fear when faced with
the possibility of mathematical problems. Goldin (2002)
stated that math anxiety is one of the emotional state of
students that hinder cognitive processes.
Puteh & Khalin (2016) stated there are some
symptoms of anxiety experienced by students when
facing mathematical problems including sweating,
headache, panic and heart rate increase. Students feel
comfortable and excited when answering mathematical
problems involving pattern because it is not limited by
mathematical concepts and provide opportunities for
students to explore their own and be more creative in
solving mathematical problems.
Creative thinking ability is the ability to generate
many possible solutions or various ways in solving
problems (Siswono, 2011). In the same study, a
mathematical creative thinking ability may also be
referred to the combined ability of logical thinking and
divergent thinking based on intuition but has a definite
purpose (Siswono, 2010). The creative thinking ability
defined as the ability reflecting aspects of fluency,
flexibility, originality and elaboration (Munandar, 2002
Nakin, 2003). It is including a) Fluency which is related
to the student's ability to produce many answers or ideas
that are relevant from a given problem , b) flexibility
which is associated with the ability of students to
generate different ideas, able to change the system or
approach, and be able to resolve the problem with the
different direction of thinking from a problem, c) the
authenticity or uniqueness (originality) is the ability of
students to try the approach in a way or method of an
unusual or unique based on the ideas from the students
themselves, d) elaboration which is the student's ability
to redefine a problem or situation and itemize in detail
the steps of a problem given. The aspects uniqueness
(originality) and of detail (elaboration) are encapsulated
into aspects of novelty in creative thinking that
demonstrates the ability of students to solve problems
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with somedifferent completion and different answers in
particular to find a new resolution that is not found by the
students in general (Siswono, 2011 ). The five stages of
creative thought processes are (1) preparation, (2)
incubation, (3) a deep understanding (insight), (4)
evaluationand (5) elaboration (Wang, 2009). The level of
creative thinking abilities (TKBK) is the level of thinking
that categorised based on the characteristics of one's
creative thinking and creativity products. The quality of
learning is the success of lesson activities and outputs
produced (Uno, 2012). The quality of learning in this
study were obtained from the assessment of learning,
assessment of learning implementation, the effectiveness
of learning and making students' responses.
CPS is defined as a frame of developing brain as a
whole, in order to rethink the most effective, the good
cooperation on the environment and will be more
successful if it is done collaboratively (Lumsdaine and
Lumsdaine, 1995). Lumsdain and Lumsdain (1995)
stated the CPS in five steps where the potential of the
brain is optimized among others. The steps of CPS model
are (1) Defining the problem, (2) Generating ideas , (3)
evaluating creative ideas, (4) Determining Idea (Idea
Judgment), (4) Implementating the solution. The
habituation of students to use creative ideas in solving a
problem is expected to help students develop creative
thinking abilities they (Maharani et al., 2015). In
addition, the use of syntax learning with CPS models can
reach effectiveness and achievement indicators
recommended for teachers in learning (Maharani, 2015;
Asikin and Pujiadi, 2008).
The word integral means comprehensive,
inclusive, indivisible, whole. Integral approach every
field appropriately load all viewpoints, types and
methods to view the appropriate topic.Students who have
high math anxiety and even panic would consider their
ability to solve problems in a positive or negative (Jafari,
2013). Students with low math anxiety is in accordance
with the learning strategies that develop creative thinking
abilities. The opportunity to generate answers to an open
and diverse students with low anxiety made more
productive and creative (Sharma, 2014). The application
of creative thinking techniques likely to reduce anxiety
(Tarbizi et al, 2011). This is important because creative
thinking is a skill that generates power to find new ideas
and also help transform negative feelings into positive
feelings and improve mental health as less pleasant
events happen. Anxiety, depression and social anxiety
were predicted to cause the least variation in creativity
with the direction inconsistent. Creative students are
shaped by the environment so that they are allowed to
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
engage in creative activities and forget all their worries
and free from environmental stress and threatening
(Kaur, 2012).
Based on this background, the problem in this
research are (1) How is the quality of CPS learning with
SCAMPER technique? (2). How is the ability to think
creatively mathematically reviewed based on
mathematics anxiety levels of students?. The purposes of
this study are as follows (1) Investigating how the quality
of CPS learning with SCAMPER technique is, (2)
Identifyingmathematical creative thinking abilities
reviewed based on mathematics anxiety levels of
students.
METHODS
This research used mixed method study with
concurrent embedded design that combines not balanced
qualitative and quantitative research methods. Qualitative
methods as the primary method. Qualitative and
quantitative research go hand in hand. The process of
collecting quantitative data held on the implementation
of learning Creative Problem Solving (CPS) with
SCAMPER technique and it is followed by qualitative
research to collect data of math anxiety. This
quantitative research design is nonrandomized Control
Group, Pretest-Posttest Design. The subject in this
research quantitatively is the students of grade X.
Taking the research subjects qualitatively is held by
randomized taking for each of the two students at each
level of anxiety mild, moderate, severe and panic in order
to do the qualitative analysis of the mathematical creative
thinking abilities according to its indicators.
The data used in this study include a) the observed
data of learning and mathematical creative thinking
ability test students, b) the data of mathematics anxiety of
students, c) data from interviews about math anxiety.
Based on the design, there are two phases of research
where the research begins with data collection
qualitatively to group students according to their level of
anxiety math based domain quadrant on Integral Wilber
Model and also to know the general idea of creative
thinking ability in problem solving class X SMK
NegeriJawa Tengah. From the collection of stage 1, the
researchers obtained a set of qualitative data about
students' prior learning math anxiety and then analyzed
by domain in the four quadrants of Wilber's Integral
Model to classify into levels of mathematics anxiety.
Furthermore, the second stage is the provision of
treatment to students using teaching CPS learning with
SCAMPER technique. Quantitative research in obtaining
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data on the results of the mathematical creative thinking
abilityin order to determine the effectiveness and quality
of learning CPS to creative thinking ability in solving
mathematical problems. Furthermore, the subjects who
were interviewed are two students of each group of levels
of math anxiety. The results of the interview on stage 2 is
used to interpret how the mathematical creative thinking
ability in solving problems in terms of the level of
anxiety of students based on the indicators of creative
thinking and creative thinking stage.
The study is a quasi experimental research with
experimental design, the design of a study involving two
groups (experimental and control) in which the selection
of these two groups are not chosen randomly. Quasi-
experimental design selected in this quantitative study
was nonrandomized Control Group, Pretest-Posttest
Design. In the experimental group were treated CPS
learning with SCAMPER techniquewhile the control
group was treated learning Problem Based Learning
(PBL).
RESULT AND DISCUSSION
Based on the assessment of learning outcomes in
planning, implementation and the assessment, it
isconcluded that the quality of CPS learning with
SCAMPER technique included in good category.It is
shown by the ratings on the three stages of learning
quantitatively: (1) The Planning phase of learning
administration have been prepared before the study is
complete and good. Results validation learning
administration includes syllabi, lesson plans, teaching
materials, LKPD, and TKBKM (Mathematical Creative
Thinking Ability Test) included in good categories. From
these results it can be concluded that the preparation of
CPS learning with SCAMPER techniquein good quality,
(2) Implementation Phase of learning quality assessment
results shows that in the first meeting until the 3rdmeeting
of learning included in good categories, while at 4 th
meeting and 5th meeting in the excellent category. Based
on the results of the assessment of learning
implementation observations at the first until 3 rd meeting
categorized as good. While at the meeting of the 4th and
the 5th meetingof learning implementation included in the
excellent category.
Based on the assessment of the validator obtained
the average value for the syllabus is 3.62, the average
value of RPP was 3.68, the average value of LKPD is
3.70. Based on the average value of the syllabus, lesson
plans, worksheets, and teaching materials obtained that
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
the values included in either category. While the average
value is 4.29 TKBKM included in the criteria very well.
Based on observations of the quality of learning were
obtained an average score of 4.22 so that it can be
concluded that the category of CPS learning with
SCAMPER technique is very good.The average score
oflearning implementation observations is included in the
good category of at least 4,125. Based on the evaluation
of teaching quality sheets from the first meeting until the
fifth meeting in a row scored 3.95, 4.15, 4.20, 4.35, and
4.45. From these values can be seen that the quality of
teaching at the meeting to meeting all three included in
the good category, while at a meeting of the 4th and 5th
in the excellent category.The average score of
implementation of learning is included in the category of
at least 4,125 is fine. Based on the evaluation of teaching
quality sheets from the first meeting until the fifth
meeting in a row scored 3.95, 4.15, 4.20, 4.35, and 4.45.
From these values can be seen that the quality of teaching
at the meeting to meeting all three included in the
excellent category, while at a meeting of the 4th and 5th
in the category very well.(3) The Phase outcomes
assessment questionnaire research of CPS learning with
SCAMPER technique shown that the percentage of
students who responded positively to CPS learning with
SCAMPER technique more than 70%. That is, the
majority of students gave a good assessment of the
learning.The results obtained that the number of students
who gave positive response is 89.58% or more than or
equal to 70%.
The data of experimental group students who
achieve minimum mastery criteria individually as much
as 19. In this study, α = 5%, π0 = 0,75 test criteria,
rejected if > , where , obtained from the
standard normal list with opportunities (0.5 - α) (Sudjana,
2002, 234-235). Based on the standard normal list with α
= 5% obtained = 1.64. From the calculationof z
value, its obtained z = 1.81, and this lies in the rejection
of H0 orH1 accepted. It means that the percentage of
students who passed theminimum mastery criteria inCPS
learning with SCAMPER technique greater than or equal
to 75%. It is said that the proportion of students in the
CPS learning with SCAMPER techniquewhich totaled
completeness 75 has exceeded 75%.
The average score mathematical creative thinking
abilitiy after learning of students in CPS learning with
SCAMPER technique better than the average score
mathematical creative thinking abilities of students
before the CPS learning with SCAMPER technique. The
average score of mathematical creative thinking ability
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after given CPS learning with SCAMPER technique is
80.72 while before being givenCPS learning with
SCAMPER technique is 52.70.The following hypotheses
to be tested. Based on these calculations values obtained
= 11,66 and ( , )( ) = 1,7138 so
= 11,66> ( , )( ) = 1,7138 so that the H rejected.
Based on these calculations concluded that on average
after CPS learning with SCAMPER technique is greater
than the value before CPS learning with SCAMPER
techniqueie 80.72> 52.70. It means that the average of
mathematical creative thinking abilities of students after
CPS learning with SCAMPER technique given is more
than the average of mathematics creative thinking ability
before being given CPS learning with SCAMPER
technique.
The researchers gave final test TKBKM the
experimental class and control class after given the
learning,. The average score of the final test students'
ability to think creatively mathematical experimental
class is 80.73, while the average score of the final test
creative thinking abilities mathematical control class is
70,83. The opportunities 1 – = 1 − 0,05 = 0,95
thus obtained ( , , ) = 1,678. Therefore = 3,075 >
( , , ) = 1,678, so the H rejected. Thus, the average
mathematical creative thinking ability of experimental
class students with CPS learning with SCAMPER
technique more than average ability to think creatively
mathematical control class.
The average of increase mathematical creative
thinking ability in learning CPS learning with
SCAMPER technique better than the average of increase
in the students mathematical creative thinking ability of
control class. The average increase ofstudents
mathematical creative thinking ability control class
before and after the learning is 19.0625 while the average
increase mathematical creative thinking ability in CPS
learning with SCAMPER technique before and after the
learning is 28.0208. The following hypotheses to be
tested. By chance 1 – = 1 − 0,05 = 0,95 in order to
obtain ( , , ) = 1,678. Therefore = 2,447 >
( , , ) = 1,678, so the H rejected. Thus, the average
increase students'mathematical creative thinking ability
in experimental class used CPS learning with SCAMPER
technique more than the average increase the
mathematical creative thinking ability in control class.
Based on the results of creative thinking ability
tests that have been done in class X TKBB and
classification level of creative thinking abilities
according to Siswono (2011) can be summed up results
of the identification of the ability to think mathematically
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
creative thinking among others of 8.3% of the total
number of learners are not creative or on TKBK 0 ;
54.16% have the ability to think creatively enough or at
TKBK 2; 12.5% of students in the creative or TKBK 3
and 12.5% of students are very creative or on TKBK 4.
This indicates that only some students are able to develop
the ability of creative thinking mathematically. The level
of creative thinking abilities of two students who
experience mild anxiety, among others, have a TKBK 2
(quite creative) and an own TKBK 4 (very creative). This
is similar to the revelation Stuart &Laira (2005) that the
mild anxiety level one will be able to motivate yourself
to learn and make the person becomes an adult and
creative. The enhance feeling of mild anxiety that
determines whether to make a good performance or not.
If someone at the level of mild anxiety underestimate the
problems it faces then it will not make it successful,
especially in creative thinking. Thirteen students with
math anxiety moderate levels of creative thinking ability,
among others, nine students have TKBK 2 (quite
creative), two students have TKBK 3 (creative) and two
students have TKBK 4 (very creative). At the level of
anxiety, most of students only focus on matters that will
be done so it will bethe narrow perceptual such the views
expressed Stuart &Laira (2005). The level of creative
thinking abilities of six students who experience severe
anxiety, among others, three students have TKBK 2
(quite creative), one student has TKBK 3 (creative) and
two students have TKBK 4 (very creative). In line with
that expressed by Stuart &Laira (2005) that a person in
severe anxiety level will focus on the source of the
anxiety which he felt and did not think on anything else.
However, if someone in severe anxiety level has a high
self awareness and a desire to eliminate the anxiety with
very careful in resolving the problems that it faces, it can
achieve the optimal solution. While three students who
have math anxiety panic level have the ability to think
creatively, among others, two students have TKBK 0 (not
creative) and one student has TKBK 2 (quite creative).
This is in line with the opinion of Stuart &Laira (2005)
that a person's level of anxiety panic level will lose
control of himself. This led to him not being able to do
something even briefed because of the influence of
symptoms of anxiety is very high.
Based on the research results, obtained
information indicating that most students are able to
achieve all aspects of creative thinking include fluency,
flexibility and novelty. The conditions of mild anxiety
experienced by the studentsenablesthem to produce more
than three ideas relevant answers and very varied.
Students with mild math anxiety is able to provide
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alternative answers in a way that diverse or more than
one way with either. Variations of the idea of the answers
produced by students with mild anxiety is very much.
Students with mild anxiety very productive in generating
ideas answer. It is consistent with the statement of Stuart
& Laira (2005) that the perceptual view of someone on
the level of mild anxiety increases and tend to be more
creative. Students with mild math anxiety can write
settlement in its own way quite unique and can provide
more than one settlement and uniquely different in
general. This is similar to Mu'arifah study (2005) that in
the sense of mild anxiety can increase one's productivity.
As stated by Sharma (2014) that students with low math
anxiety is in accordance with the learning strategies that
develop creative thinking abilities. The opportunity to
generate answers to an open and diverse students with
low anxiety made more productive and creative. Mild
anxiety often seen as constructive, because it can
stimulate the individual to focus attention and increase
efficiency in performennya. Risks that light is perceived
as a stimulus and challenges that spur individuals to
develop themselves. This is similar also to the conclusion
This is similar to Kaur (2012) lower anxiety that students
who tend to be more creative. Students with mild anxiety
to be more productive and creative in generating ideas
answers on learning that develops the ability to think
creatively (Sharma, 2014).
However, also found students with mild anxiety
that can produce variations of the idea of the answers
vary just not quite right. As noted by Fortinash & Worret
(2000) that a person with low anxiety experience the
feeling relatively comfortable, secure and relaxed so that
the habits of behavior occurs at this level. Behavioral
habits that are not good the tendency to relax and
consider the easy problems faced by the cause of
inadvertent students in solving problems so that
variations of the idea of the answers generated less
precise symptoms of mild anxiety experienced by certain
students can make students less alert, less caring and too
be relaxed so regard his problems always easy.
Based on the research results, obtained
information that indicates that there are students with
anxiety being able to reach all aspects of creative
thinking include fluency, flexibility and novelty. Anxious
conditions being experienced by students enables
students to produce more than two ideas relevant answers
and very varied. Students with math anxiety being able to
provide alternative answers in a way that diverse or more
than one way with either. Variations of the idea of the
answers produced by students with math anxiety were
quite a lot. As stated Mu'arifah (2005) that anxiety can be
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
adaptive when unpleasant circumstances that arise can
motivate individuals to learn new ways to face the
challenges of life, ideas answers generated by students
who have moderate anxiety are many and varied. As
noted by Tabrizi et al. (2011) that the power of creativity
is gained through education in one's life when in its
development can fight mental health problems. Students
with math anxiety being able to write the settlement in its
own way with a very unique and most can provide a
different solution in general is unique. This is similar to
Fortinash & Worret (2000) which states that a person
with anxiety were allowing themselves to be enthusiastic
so attentive and can achieve optimal conditions to
completion and learning problems.On the other hand,
they also found that students with moderate anxiety can
produce a variety of unique ideas that answer just is not
quite right. It is caused by feelings of anxiety that makes
students less able to think properly. As stated by Goldin
(2002) that math anxiety is one of the emotional state of
students that hinder cognitive processes. The symptoms
of anxiety are being experienced by students make
students less relaxed, nervous and ill at ease in thinking
so that it starts to feel a bit of fear in the face with her
problems. The anxiety was able to bring discomfort to a
person (Fortinash & Worret, 2000).
Based on the results of research, it is obtained the
information that indicating that most students with severe
math anxiety only able to achieve all aspects of creative
thinking include fluency, and flexibility. When the
students tried to produce a unique answer (novelty),
some students tend to do not present the right answer.
Conditions severe anxiety experienced by students
enables students to produce more than two ideas relevant
answers and varied. Students with math anxiety severe
able to provide alternative answers in a way that diverse
or more than one way with either. Students with math
anxiety can write the weight of the settlement in its own
way with unique though sometimes encountered a bit of
a misconception. Most students can provide a different
solution in general is unique. This is similar to the
statement Jafari (2013) that students who have high math
anxiety and even panic would consider their ability to
solve problems in a positive or negative. The symptoms
of severe anxiety include cognitive symptoms, symptoms
of physiological and behavioral symptoms experienced
by students can make students less relaxed, nervous and
ill at ease in thinking so that it starts to feel the fear in
dealing with her problems. As stated by Stuart and Laira
(2005) that severe anxiety is characterized by a
significant reduction in the conceptual view. Someone
will be focused on the source of the anxiety he felt and
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did not think more about others and the emergence of
high desire to relieve anxiety.On the other hand they also
found some particular students with severe anxiety is
very creative. The student can produce a variety of ideas
answers were very unique and precise. As revealed by
Fortinash&Worret (2000) that it is caused by the feeling
alert, cautious and afraid of making a mistake that
students have completed the earnest and very
conscientious. The findings are in line with the statement
of Newstead (1998) that anxiety may have a role to
motivate so the impact on a good achievement.
Therefore, the student can take the advantage of feelings
of anxiety, she can resolve problems both creatively. As
stated by Mu'arifah (2005) the necessary of anxiety
within certain limits in the activity and survival. If it used
appropriately, anxiety can serve people aware of the
dangers that come from outside or inside. In line with
that research, Tabriziet al. (2011) stated that the power of
creativity is gained through education in one's life when
in its development can fight the mental health problems.
This is relevant to the research conclusions Jafari (2013)
that students who have high math anxiety will assume
capability resolving their problems in a positive or
negative. There is the possibility of students with severe
anxiety to succeed in solving the problem because the
student considers positive abilities.
Based on the research results, obtained
information indicating that most students with math
anxiety panic level is not able to achieve all aspects of
creative thinking both smoothness (fluency), and
flexibility and uniqueness (novelty). Most students with
anxiety panic level has not been able to present the right
answer. Conditions panic levels of anxiety experienced
by students causing the student can not produce
variations of the idea of the relevant answers with a good
and varied. This is similar to Ascraft& Faust (1994) that
the high anxiety can lead to less current students in the
calculation, lack of understanding and tend to lack
initiative in finding strategies and domain-domain
correlation mathematics. Theory Ascraft& Faust (1994)
in accordance with the results of research that students
who experience panic can not produce variations of the
idea of the answer as well as the completion of a diverse
way. Students with math anxiety in panic levels have not
been able to provide alternative answers in a way that
diverse or more than one way with either. Variations of
the idea of the answers produced by students with math
anxiety panic level are very limited. As noted in the
research &NordinZakaria (2007) found a significant
math anxiety is inversely proportional to the ability of
mathematics and student achievement. In line with the
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
research also Puteh&Khalin (2016) concluded that there
is a significant negative correlation between the
achievement of students with math anxiety. Students with
math anxiety panic level may not be able to write the
completion of its own way and do not present a unique
answer and correct. Most can provide the same
settlement with his friend in general.
The symptoms of panic level of anxiety
experienced by students led to students is very tense,
nervous and ill at ease in thinking that began to feel
tremendous fear in the face with her problems. The
students withpanic anxiety level was always worried and
afraid if making a mistake that these students can not
concentrate well. Most students panic can not be
overcome feelings of anxiety when solving problems.
This resulted in creative thinking skills are not well
developed. As foundby Maloney et al. (2014) that high
levels of anxiety associated with poor academic
performance, low school achievement scores in schools
and increased classroom improvements
The finding in this research are as follow. The
pattern of mathematical creative thinking ability of class
X are reviewed based on the level of math anxiety are as
follows.(a) Students with mild anxiety conditions tend to
be at TKBK 4 or very creative. Conditions mild anxiety
experienced by students enables students to produce
more than three ideas relevant answers and very varied so
that aspect of smoothness met (fluency). Students with
mild math anxiety is able to provide alternative answers
in a way that diverse / more than one way with either. It
shows students with math anxiety mild fulfills the
flexibility (flexibility). Students with mild math anxiety
can write settlement in its own way quite unique and can
provide more than one settlement and uniquely different
in general. It shows students with math anxiety mild
fulfills the novelty (originality). Someone at the level of
mild anxiety tend to be more creative. There are also
students adengan mild anxiety is at TKBK 2 (quite
creative). This is caused by the carelessness of these
students in resolving problems. The symptoms of mild
anxiety experienced by certain students can make
students less alert, less care and are to be relaxed so that
considers its problems always easy, (b) students with
mild anxiety conditions tend to be at TKBK 4 (very
creative) and TKBK 3 (creative). Students are able to
achieve all aspects of creative thinking include fluency
flexibility and novelty (originality). Anxiety conditions
being experienced by students make students motivated
to produce more than two ideas relevant answers and
very varied (fluency). Students with math anxiety being
able to provide alternative answers in a way that diverse
M-138
or more than one way with either (flexibility). Variations
of the idea of the answers produced by students with
math anxiety were quite a lot. Students with math anxiety
being able to write the settlement in its own way with a
very unique and most can provide a different solution in
general is uniquely (originality), (c) most students are on
the premises severe anxiety TKBK 2 (quite creative).
Variations of the idea of the answers produced by
students with math anxiety severe enough variety
(flexibility). Students with math anxiety severe able to
provide alternative answers in a way that diverse or more
than one way with either (flexibility) .When students
tried to produce a unique answer (Originality), some
students tend to not present the right answer. There are
also students with severe anxiety who are in TKBK 4
(very creative). Conditions severe anxiety experienced by
students enables students to produce more than three
ideas relevant answers and very varied (fluency).
Students with heavy math anxiety is capable of achieving
all aspects of creative thinking include fluency, and
flexibility. Students with math anxiety weight can write
settlement in its own way with a very unique and most
can provide a different solution in general is uniquely
(originality). Severe anxiety which experienced by such
students may have a role to motivate so the impact on a
good achievement and awaken the students' cognitive(d)
The students with math anxiety panic level is not able to
achieve all aspects of creative thinking both fluency, and
flexibility and uniqueness (originality) so that students
with math anxiety panic levels are located at TKBK 0
(not creative). Students with panic anxiety level has not
been able to present the right answer. The conditions
panic levels of anxiety experienced by students could
cause the student can not produce variations of the idea
of the relevant answers with a good and varied. The high
anxiety can lead to less current students in the
calculation, lack of understanding and tend to lack
initiative in finding strategies and domain-domain
correlation mathematics. Students who experience panic
can not produce variations of the idea of the answer as
well as the completion of the diverse ways.
CONCLUSION
Based on the assessment of learning outcomes in
planning, implementation and the assessment concluded
that the quality of CPS learning with SCAMPER
techniques included in good category.The CPS
learningwith SCAMPER techniques can quantitatively
said that a) The proportion of students in the CPS
learning with SCAMPER techniques who passed the
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
minimum criteria has exceeded 75%, b) The average
score mathematical creative thinking abilities after
learning of students in CPS learning with SCAMPER
techniques better than mathematical creative thinking
abilities of students before the CPS learning with
SCAMPER techniques, c) The average increase students'
ability to think creatively mathematical CPS learning
with SCAMPER techniques better than the average
increase in the ability to think creatively mathematical of
control class. The findings of its mathematical creative
thinking ability based on the mathematical anxiety areas
follow. (1) the students with mild anxiety conditions tend
to be at TKBK 4 or very creative. mild anxiety students
enables students to produce more than three various ideas
relevant answers, able to provide alternative answers in a
way that diverse or more than one way with either and
write settlement in its own way quite unique and can
provide more than one settlement and uniquely different
in general. There are also students adengan mild anxiety
is at TKBK 2 (quite creative). This is caused by the
carelessness of these students in resolving problems. The
symptoms of mild anxiety experienced by certain
students can make students less alert, less care and are to
be relaxed so that considers its problems always easy.(2)
Students with moderate anxiety conditions tend to be at
TKBK 4 (very creative) and TKBK 3 (creative). Anxiety
conditions being experienced by students make students
motivated to produce more than two various ideas or
relevant answers. Students with math anxiety being able
to provide alternative answers in a way that diverse or
more than one way.Students with math anxiety being
able to write its own way with a very unique and provide
a different solution in general is uniquely (originality).
(3) Most of the severe anxiety students are on TKBK 2
(quite creative). The of the idea of the answers produced
by students with severe math anxiety are enough variety.
Students with math anxiety severe able to provide
alternative answers in a way that diverse or more than
one way with either (flexibility) . When students tried to
produce a unique answer (originality), some students
tend to not present the right answer. There are also
students with severe anxiety who are in TKBK 4 (very
creative). Conditions severe anxiety experienced by
students enables students to produce more than three
ideas relevant answers and very varied. Some of them
can write in its own way with a very unique and most can
provide a different solution in general uniquely. (4)
Students with math anxiety panic level areare at TKBK 0
(not creative). Students with panic anxiety level are not
able to present the right answer. Conditions panic levels
of anxiety experienced by students causing the student
M-139
can not produce variations of the idea of the relevant
answers with a good and varied. The panic level of
anxiety can lead to less current in the calculation, lack of
understanding and tend to lack initiative in finding
strategies and domain-domain correlation mathematics.
Students who experience panic can not produce
variations of the idea of the answer as well as the
completion of the diverse ways.
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