<![CDATA[This study aims to analyze needs and formulate a conceptual framework for developing a problem-based learning model that is integrated with Islamic values and supported by interactive media for mathematics instruction among pre-service teachers. The study applies the preliminary research phase of the Plomp development model, comprising needs analysis, curriculum analysis, and literature synthesis. Data were collected through interviews with lecturers, questionnaires administered to students, and documentation studies of instructional materials. The findings show that instruction is still dominated by lecture-based methods, lacks contextual relevance, and has not systematically integrated Islamic values. A total of 95% of students expressed a need for problem-based learning, while 100% supported the use of interactive media and the integration of Islamic values. Curriculum analysis revealed that learning outcomes still emphasize lower-order cognitive aspects, while higher-order thinking skills remain underdeveloped. The literature synthesis confirms that problem-based learning, interactive media, and the integration of Islamic values hold synergistic potential for enhancing mathematical creative thinking. Based on these findings, a conceptual framework was developed that integrates the three components to foster instruction that is more active, contextual, and meaningful.]]>
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