<![CDATA[Mathematical creative thinking and self-efficacy are important competencies for students’ success in mathematics. However, many elementary students experience difficulties generating original ideas, exploring alternative solutions, and maintaining confidence when solving mathematical problems. This study investigated the effect of the Read, Answer, Discuss, Explain, and Create (RADEC) learning model on students’ mathematical creative thinking and self-efficacy. A quasi-experimental method with a non-equivalent control group design involved 53 fifth-grade students divided into experimental (n = 26) and control (n = 27) groups. Data were collected using a mathematical creative thinking test and self-efficacy questionnaire and analyzed through descriptive statistics, independent-samples t-tests, and normalized gain analysis. Significant differences were found between groups in mathematical creative thinking (t = 8.154, p < .001) and self-efficacy (t = 17.05, p < .001), with higher normalized gains in the experimental group. These findings suggest that RADEC effectively supports cognitive and affective development in elementary mathematics learning.]]>
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