Developing Differentiated Learning Model to Enhance Creative Mathematical Thinking

Abstract

Abstract: This study aims to develop a differentiated learning model based on open problem solving (DL-OPS) to enhance students’ creative mathematical thinking skills. The research adopts the Plomp development model consisting of three phases: preliminary research, prototyping, and assessment. The subjects involved were mathematics teachers and 42 eighth-grade students at SMP Negeri 1 Jonggat. Data collection instruments included expert validation questionnaires, teacher and student response questionnaires, interviews, and creative thinking tests. The results showed that the developed model and its supporting materials (guidebook, textbook, and teaching module) were valid, practical, and effective. Validation scores from experts indicated a high level of validity. Teacher and student responses indicated that the model was practical in classroom implementation. Furthermore, students' creative thinking abilities significantly improved, with post-test average scores increasing from 8.21 (fairly creative) to 14.16 (creative), and the proportion of students in the creative and very creative categories rising from 37% to 87%. The model’s core features—content, process, and product differentiation, integration of open-ended problems, and authentic assessments—create a learning environment that is flexible, reflective, and collaborative. This research contributes to innovative pedagogical practices aligned with 21st-century learning needs and supports individualized learning pathways to promote creativity in mathematics education.