<![CDATA[This study aims to evaluate the effectiveness of the Missouri Mathematics Project (MMP) model in improving students' mathematical reflective thinking ability. The study employed a quasi-experimental method with a pretest–posttest control group design. The sample consisted of two eighth-grade classes at a public junior high school in Bandar Lampung selected through cluster random sampling. The experimental class received instruction using the MMP model, whereas the control class received conventional instruction. Data were collected through a reflective-thinking test covering three indicators: reacting, comparing, and contemplating. Effectiveness was determined using two criteria: (1) more than 60% of students attained at least the medium ability category, and (2) the improvement measured by normalized gain (N-Gain) was significantly higher than that of the control class. The Z-test showed that 76.67% of students in the MMP class attained at least the medium category, significantly exceeding the 60% criterion. The mean N-Gain of the experimental class (0.59) was also significantly higher than that of the control class (0.31). Thus, the MMP model is effective in developing students' mathematical reflective thinking ability.]]>
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