Desy Purwasih, Insih Wilujeng, Antuni Wiyarsi
Student teachers are expected to act as learning designers; therefore, it is essential to analyze the Student Teacher Education Design Thinking Mindset (STE-DTM) to optimize their development in this area. This empirical study employed a quantitative approach involving 104 participants (13 males and 91 females) aged 18-22 years. Data were collected using a self-report questionnaire comprising four dimensions: tolerance for ambiguity and uncertainty, empathy, ideation and experimentation, and collaboration and communication. The instrument consisted of 22 statements rated on a 7-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree). The results of the empirical analysis indicated a Pearson reliability of 0.86, item reliability of 0.97, and test reliability of 0.89. Student responses were analyzed using the Rasch Model and converted into a 100-point scale. The findings revealed that students' design thinking mindsets were categorized as poor (16.34%), fair (31.73 %), good (35.57 %), and excellent (16.34 %). These results suggest that teacher education programs should consider implementing strategies to enhance the development of STE-DTM further. © 2025 IEEE.
Doctoral Program of Science Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Universitas Negeri Yogyakarta, Department of Science Education, Yogyakarta, Indonesia; Universitas Negeri Yogyakarta, Department of Chemistry Education, Yogyakarta, Indonesia
