Peran lingkungan kelas yang mendukung dalam mengembangkan kreativitas berpikir siswa pada pembelajaran matematika

Abstract

The shift in twenty-first century education calls for mathematics learning that goes beyond procedural accuracy to actively nurture students’ creative thinking. This article explores the role of a supportive classroom environment in fostering students’ creative thinking in mathematics from a developmental psychology perspective. A literature review method is applied by examining studies on mathematical creative thinking, learning environments, teacher creativity, the use of concrete and digital media, and STEM-oriented approaches, including works authored by lecturers of UIN Maulana Malik Ibrahim Malang. The review reveals that mathematical creative thinking, manifested in fluency, flexibility, and originality of ideas, as well as creative dispositions such as willingness to take intellectual risks—is strongly shaped by the quality of the classroom environment. A physical setting that is comfortable, adaptable, and enriched with learning media (such as GeoMath applications and educational card games) enhances students’ concentration and supports conceptual exploration. A socio-emotional climate that is safe, warm, and process-focused encourages students to put forward unconventional strategies. At the same time, pedagogical practices involving open-ended problems, STEM integration, and feedback that emphasises thinking processes transform the classroom into a collaborative and exploratory learning space rather than a venue for routine drills. This article concludes that a deliberately designed classroom environment integrating physical, socio-emotional, and pedagogical dimensions plays a vital role in optimising the development of students’ creative thinking in mathematics learning.