<![CDATA[Mathematical creative thinking remains underdeveloped in Indonesian secondary classrooms: only 31% of Indonesian students reached baseline proficiency in PISA 2022, compared with 78% across OECD countries (OECD, 2024). In Linear Programming, instruction often emphasises procedures over flexible, original problem solving. This Design-Based Research (DBR) study developed and evaluated a Microsoft Teams-based blended learning toolkit to strengthen Grade XI science students’ mathematical creative thinking. One DBR macro-cycle comprised four phases, Analysis and Design, Development, Implementation, and Evaluation, with two embedded design–test–revise micro-cycles. Needs analysis, expert review, and classroom observation informed development, while a quasi-experimental pretest–posttest evaluation involved 60 students in experimental and control groups at a private senior high school in Batam, Indonesia. Content and media validity ratings were 82% and 90%, respectively. However, the creative-thinking component scored 56%, prompting targeted redesign. Teacher and student responses indicated high practicality (83.33%). ANCOVA showed a higher adjusted posttest mean for the experimental group (75.52 versus 66.34; F(1, 57) = 55.13, p < .001, partial η² = .49). Normalised gain was moderate in the experimental group (0.33) and low in the control group (0.08). The findings suggest that iterative, technology-mediated design was associated with improved mathematical creative thinking and revealed design tensions requiring revision. Replication across schools is needed before generalising the resulting design principles.]]>
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