<![CDATA[Low academic integrity, such as cheating and plagiarism, remains a common issue among junior high school students, leading to a lack of responsibility and honesty in learning. This condition not only affects students’ learning attitudes but also hampers the development of essential 21st-century skills, particularly creative thinking and mathematical communication. These skills require students to generate new ideas while presenting them coherently, logically, and comprehensibly. However, many junior high school students still face difficulties in both aspects. This study aims to examine the role of academic integrity in optimizing the implementation of Project Based Blended Learning (PjB2L) to enhance students’ creative thinking and mathematical communication skills. The study employed a quasi-experimental method with a posttest-only control group design involving class VIII-E (PjB2L) and VIII-F (Direct Instruction). Research instruments included a creative thinking test, a mathematical communication test, and an academic integrity questionnaire. Data were analyzed using Two Way MANOVA. The results revealed that PjB2L had a significant effect on improving students’ creativity and communication through active engagement in contextual problem-solving, project design, and presentation. Moreover, academic integrity strengthened the effectiveness of PjB2L, as students who demonstrated honesty, discipline, and consistency achieved better outcomes.]]>
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