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This study aimed to describe the ability of mathematical creative thinking and scaffolding process of pre-service teachers according to the learning styles. The participants were 50 first year pre-service primary teacher students. The research data were taken by questionnaire, test and interview. The questionnaire results to look at learning styles, test results to see the ability of mathematical creative thinking. Interviews were used to validate the results of thinking skills tests and scaffolding processes. The research design uses qualitative triangulation where the validity of data ability of creative thinking, scaffolding process seen from the result of test and interview. The first result of this study indicates that the subjects have different creative thinking abilities which were seen from his learning style. The second result shows that scaffolding according to the subject's learning styles can improve the ability of mathematical creative thinking. The scaffolding process begins with the provision of motivation, explaining, constructing the correct concept and working on the problem. The speed of the subject in receiving assistance through scaffolding takes different times. Although they have different learning styles, scaffolding process will be successful when used along with the media, either in the form of props and simulation drawings.

Mathematical literacy ability is one of the abilities in mathematics learning that is very important for a student. However, the fact is that the level of mathematical literacy ability of students, especially in mathematics learning, is still relatively low so that quality learning is needed. The purpose of this study was to test the quality of learning and analyze the mathematical literacy ability of students in terms of selfefficacy in classes using the Geogebra-assisted Think-Talk-Write (TTW) model. This study used a mixed method of sequential exploratory type. The procedure in this study consists of planning, implementing, and assessing. The samples in this study were IVA grade students of SDN Kemantran 01 as an experimental class and IVB students of SDN Kemantran 01 as a control class. The research instrument consists of mathematical literacy test questions, self-efficacy questionnaires, and learning tools. Qualitative data collection was carried out by interviews with research subjects, questionnaires / observations and documentation. Meanwhile, quantitative data is collected by conducting a mathematical literacy test. The results showed that the average validity value of learning devices reached 89.50% (very good), the average practicality score was 92.71% (very good) and the average learning implementation reached 90.98% (very good). [ABSTRACT FROM AUTHOR]