<![CDATA[This study was conducted to examine students’ creative thinking abilities when solving integer-related problems. A qualitative design with a case study approach was employed. The research took place at a public secondary school in Jambi City, involving twenty-eight seventh-grade students who had previously studied integers. Data on students’ creative thinking were collected through a set of integer problem tasks and analyzed based on established indicators of creative thinking. The participants were classified into three groups: low (score < 6.7), medium (6.7 ≤ score < 13.4), and high (score ≥ 13.4). The findings revealed that students in the low category demonstrated limited creative thinking abilities. In contrast, those in the medium and high categories exhibited elements of fluency and flexibility. Nevertheless, only students in the high group consistently showed all four dimensions of creative thinking. Furthermore, students across all categories showed insufficient understanding of integer set concepts. Only those in the high category were able to clearly justify and explain their responses. Meanwhile, students in the low and medium groups generally experienced difficulties in completing the written tasks provided.]]>
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