Creative Math Preneurship Learning Model to Enhance Students' Creative Thinking and Educational Innovation Management

Mathematics education in higher education requires learning that integrates mathematical creative thinking skills with the capacity to develop and manage innovation. An initial diagnostic study indicated that most students still experience difficulties in solving non-routine problems, particularly in the originality aspect. The importance of equipping prospective mathematics educators with applied reasoning and innovation management in the digital socio-economic era, along with the fact that students' creative cognitive abilities remain low, forms the background of this research. This study aims to develop the Math-Preneurship Creative learning model and to evaluate its validity, practicality, and changes in mathematical creative thinking ability after its implementation. This research employed the Research and Development (R&D) method with the Plomp development model, and the product quality criteria referred to validity, practicality, and effectiveness. Validation involved four experts, while the field trial was conducted with 38 fourth-semester students of the Mathematics Education Study Program at Universitas PGRI Semarang using a One-Group Pretest-Posttest Design. Data were collected through validation sheets, a mathematical creative thinking test (α = 0.86; ICC = 0.88), an innovation management rubric based on the nine elements of the Business Model Canvas (α = 0.89), and a practicality questionnaire. The results showed that the model and its supporting learning tools obtained an average validation score of 3.68 on a 4-point scale (very valid category) and a practicality level of 86.7% (very practical category). The average mathematical creative thinking ability increased significantly from 58.40 in the pretest to 84.30 in the posttest (t = 14.82; p < 0.001; Cohen’s d = 2.41) with an N-gain of 0.62 (moderate-to-high category). The highest indicator achievement was obtained in fluency (87.5%), followed by flexibility (83.3%), elaboration (82.0%), and originality (77.6%). Students' performance on the BMC-based innovation management rubric reached 83.7%. These findings indicate that the Math-Preneurship Creative model meets the valid and practical criteria, and its implementation is accompanied by an increase in mathematical creative thinking ability and good achievement in BMC-based innovation management.