<![CDATA[Penelitian ini bertujuan untuk menguji kualitas implementasi model Challenge-Based Learning (CBL) berbantuan Scratch dengan konteks etnomatematika terhadap kemampuan berpikir kreatif siswa, serta menganalisis perbedaan dan deskripsi kemampuan tersebut ditinjau dari gaya belajar (visual, auditori, kinestetik). Penelitian menggunakan mixed methods dengan desain sequential explanatory, melibatkan siswa kelas VII SMPN 30 Semarang sebagai populasi. Kelompok eksperimen mendapat perlakuan dengan model CBL berbantuan media Scratch dengan konteks etnomatematika, sedangkan kelompok kontrol menggunakan model Problem Based Learning. Hasil penelitian menunjukkan bahwa model yang diimplementasikan berkualitas, ditandai dengan validitas perangkat yang sangat baik, implementasi yang sangat baik dan hasil yang efektif. Uji statistik one-way ANOVA menunjukkan tidak ada perbedaan signifikan kemampuan berpikir kreatif antar ketiga gaya belajar. Analisis kualitatif mendalam terhadap sembilan subjek memperlihatkan variasi pencapaian indikator kreativitas (fluency, flexibility, novelty) di dalam setiap kelompok gaya belajar, tetapi pola pencapaiannya serupa. Pada kelompok visual, pencapaian indikator kreativitas bervariasi mulai dari yang belum memenuhi, memenuhi sebagian, hingga memenuhi semua indikator. Pola yang lebih terstruktur ditemukan pada kelompok auditori dan kinestetik, di mana kemampuan peserta terpolarisasi ke dalam tiga kategori: unggul hanya dalam kebaruan, menguasai kelancaran dan fleksibilitas tanpa kebaruan, dan menguasai ketiga indikator secara lengkap This study aims to test the quality of the implementation of the Challenge-Based Learning (CBL) model assisted by Scratch with ethnomathematics context on students' creative thinking abilities, as well as to analyze the differences and descriptions of these abilities in terms of learning styles (visual, auditory, kinesthetic). The study used a mixed methods with a sequential explanatory design, involving seventh-grade students of SMPN 30 Semarang as the population. The experimental group received treatment with the CBL model assisted by Scratch media with ethnomathematics context, while the control group used the Problem Based Learning model. The results of the study showed that the implemented model was of high quality, characterized by excellent device validity, excellent implementation and effective results. The one-way ANOVA statistical test showed no significant difference in creative thinking abilities between the three learning styles. In-depth qualitative analysis of nine subjects showed variations in the achievement of creativity indicators (fluency, flexibility, novelty) within each learning style group, but the achievement patterns were similar. In the visual group, the achievement of creativity indicators varied from not yet meeting, partially meeting, to meeting all indicators. A more structured pattern was found in the auditory and kinesthetic groups, where participants' abilities were polarized into three categories: excelling only in novelty, mastering fluency and flexibility without novelty, and mastering all three indicators completely. ]]>
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