Mathematical creativity instrument is a tool to assess students’ creative thinking skills in solving mathematical problems. Mathematical creativity has a pivotal role in improving the quality of life, solving problems, making a change, and increasing the efficiency and effectiveness of a system. Unfortunately, there is a gap in the assessment of mathematical creativity in Indonesia because the instrument used is merely confirm teachers’ explanation through mathematical problem which focuses on measuring students’ knowledge. Therefore, it is necessary to prove the construct validity of the items in the instrument of mathematical creativity assessment. Based on the concept, there are 3 aspects used in creating mathematical creativity instruments, i.e. fluency, flexibility, and originality. This study aimed at examining the construct validity of the instrument. This study used a design and development model. The data were obtained from testing 313 junior high school students in Indonesia. The data were analyzed using Confirmatory Factor Analysis (CFA), using Lisrel 8.80 software through the first-order and the second-order stages. The results show that of all items, totally 15 items, are valid or uni-dimensional with TValue at the value of the loading factor >1.96. This finding proves that unidimensional data parameters can measure the constructs of mathematical creativity and have a significant effect.

中文翻译：

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数学创造力工具的构造效度：一阶和二阶验证因子分析

数学创造力工具是一种评估学生解决数学问题的创造性思维能力的工具。数学创造力在提高生活质量、解决问题、做出改变以及提高系统效率和有效性方面具有举足轻重的作用。不幸的是，印度尼西亚对数学创造力的评估存在差距，因为所使用的工具只是通过数学问题来确认教师的解释，侧重于衡量学生的知识。因此，有必要证明数学创造力评估工具中项目的结构效度。基于这个概念，创建数学创造力工具有3个方面，即流畅性、灵活性和原创性。本研究旨在检验该工具的结构效度。本研究使用了设计和开发模型。数据来自对印度尼西亚 313 名初中学生的测试。使用确认因子分析 (CFA)，使用 Lisrel 8.80 软件通过一阶和二阶阶段对数据进行分析。结果表明，在所有项目中，共有 15 个项目是有效的或一维的，TValue 在加载因子值 >1.96 时。这一发现证明，一维数据参数可以衡量数学创造力的构造并具有显着的效果。80 软件通过一阶和二阶阶段。结果表明，在所有项目中，共有 15 个项目是有效的或一维的，TValue 在加载因子值 >1.96 时。这一发现证明，一维数据参数可以衡量数学创造力的构造并具有显着的效果。80 软件通过一阶和二阶阶段。结果表明，在所有项目中，共有 15 个项目是有效的或一维的，TValue 在加载因子值 >1.96 时。这一发现证明，一维数据参数可以衡量数学创造力的构造并具有显着的效果。