<![CDATA[Mathematical creative thinking is a critical 21st-century competency that remains insufficiently examined through classroom-based quasi-experimental studies involving interactive technology-based media. This study aimed to analyze the effectiveness of Volusion, a GeoGebra-integrated website-based learning medium, on students' mathematical creative thinking ability in the topic of curved surface solids. A quasi-experimental posttest-only control group design was employed. The participants consisted of 46 Grade IX students divided into an experimental group (n = 23, using Volusion) and a control group (n = 23, conventional instruction). Prior equivalence was verified using students' Mathematics End-of-Semester Assessment (PAS) scores from the preceding semester; a Mann–Whitney U test indicated no statistically significant between-group difference (p = .057 > .05). The Creative Thinking Test (CTT) assessed four dimensions, namely fluency, flexibility, originality, and elaboration, using open-ended tasks scored with a rubric and was validated by expert judgment (score: 32/40, valid category). Data were analysed using the Mann–Whitney U test. Posttest results revealed statistically significant differences across all dimensions: fluency (U = 161.000; p = .001), flexibility (U = 23.000; p < .001), originality (U = 49.500; p < .001), and elaboration (U = 22.500; p < .001). The experimental group obtained higher posttest performance across all dimensions, with the most pronounced differences observed in flexibility and elaboration. These findings suggest that Volusion was statistically effective in supporting students' mathematical creative thinking ability within the context of this study, particularly in the topic of curved surface solids.]]>
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