<![CDATA[This study aimed to develop and evaluate a contextual teaching module for Social Arithmetic to support the mathematical creative thinking skills of Grade VII students at Avava Junior High School, Batam, Indonesia. The study employed educational design research based on Plomp’s model, comprising preliminary research, prototyping, and assessment. Data were collected through interviews, classroom observations, expert validation, teacher and student response questionnaires, and pretest–posttest assessments. The development process incorporated iterative revisions informed by expert feedback and formative evaluations to improve the module’s content, presentation, language, and contextual problem-solving activities. The validation scores were 71.11% for media presentation, 77.08% for content, and 72.92% for language. Student and teacher response scores were 80.51% and 72.33%, respectively, providing descriptive evidence of the module’s perceived practicality. Students’ average creative thinking assessment score increased from 50.00% before implementation to 85.00% afterward, a difference of 35 percentage points. These findings suggest that the developed module offers a promising instructional resource for connecting Social Arithmetic concepts with everyday contexts and providing opportunities to explore alternative mathematical solutions. However, the observed score difference does not establish a causal effect of the module. Further research should examine the four dimensions of creative thinking and evaluate the module across diverse educational settings.]]>
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