Mathematical Creative Thinking Skills of Junior High SchoolStudents in a Problem-Based Learning Model Featuring Open-Ended Problems Viewed from Mathematics Anxiety

Abstract

This study aims to (1) determine the classical mastery of mathematical creative thinking skills, (2) examine whether thestudents' average mathematical creative thinking skills exceed the minimum mastery criteria (KKTP), (3) assess theimprovement in students' mathematical creative thinking skills, and (4) describe students' mathematical creative thinkingskills in terms of mathematics anxiety. This study employed a mixed-methods approach with a sequential explanatorydesign. The research population comprised seventh-grade students at SMP Negeri 10 Semarang during the 2025/2026 academic year. The results indicated that (1) the implementation of the PBL model featuring open-ended problemsachieved classical learning mastery, (2) the students' average mathematical creative thinking skills surpassed the minimum mastery criteria, (3) the improvement in mathematical creative thinking skills was in the moderate category with an N-Gain score of 0.6577, and (4) students with low mathematics anxiety met all indicators of mathematical creative thinkingskills, students with moderate mathematics anxiety met most of the indicators, whereas students with high mathematicsanxiety only met some indicators of mathematical creative thinking skills.