<![CDATA[Abstrak Berpikir kreatif matematis (Mathematical Creative Thinking/MCT) merupakan kompetensi penting abad ke-21 yang mencakup kelancaran, keluwesan, elaborasi, dan orisinalitas. Namun, berbagai penelitian menunjukkan bahwa siswa masih mengalami kesulitan dalam mengembangkan kemampuan ini. Penelitian ini bertujuan mengidentifikasi tren model pembelajaran yang digunakan untuk meningkatkan MCT melalui metode Systematic Literature Review (SLR). Data diperoleh dari 6 artikel Scopus dan Publish or Perish (PoP) yang diterbitkan pada 2019–2024, dipilih melalui kriteria inklusi dan eksklusi. Hasil kajian menunjukkan bahwa Project-Based Learning (PjBL) merupakan model yang paling banyak digunakan (2 artikel), sedangkan Problem-Based Learning (PBL), Creative Problem Solving (CPS), Resource-Based Learning (RBL), dan representasi dalam pemecahan masalah matematis masing-masing digunakan dalam 1 artikel. Setiap model berkontribusi pada indikator MCT yang berbeda, sehingga tidak ada satu model yang sepenuhnya unggul. Implikasinya, guru perlu mengombinasikan beberapa pendekatan agar pengembangan MCT siswa lebih optimal. Abstract Mathematical Creative Thinking (MCT) is an essential 21st-century competence that encompasses fluency, flexibility, elaboration, and originality. However, various studies have shown that students still face difficulties in develo ping these abilities. This study aims to identify trends in learning models used to enhance MCT through the Systematic Literature Review (SLR) method. Data were obtained from 6 articles Scopus dan Publish or Perish (PoP) published between 2019 and 2024, selected based on inclusion and exclusion criteria. The findings indicate that Project-Based Learning (PjBL) is the most frequently applied model (2 articles), while Problem-Based Learning (PBL), Creative Problem Solving (CPS), Resource-Based Learning (RBL), and representations in solving mathematical problems were each used in 1 article. Each model contributes to different indicators of MCT, meaning that no single model is entirely superior. The implication is that teachers should integrate multiple approaches to more effectively optimize the development of students’ MCT.]]>
