AKSIOMA: Jurnal Program Studi Pendidikan Matematika ISSN 2089-8703 (Print) Volume 12, No. 2, 2023, 2202-2213 ISSN 2442-5419 (Online) DOI: https://doi.org/10.24127/ajpm.v12i2.6858 2202| META ANALISIS: PENGARUH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS Asyifa Rahmawati 1 , Dadang Juandi 2 , Kartika Yulianti 3 1,2,3 Universitas Pendidikan Indonesia, Bandung, Indonesia *Corresponding author. Jl. Dr. Setiabudhi No. 229,40154, Bandung, Indonesia. E-mail: rahmawatiasyifa@upi.edu 1) dadang.juandi@upi.edu 2) kartika.yulianti@upi.edu 3*) Received 25 December 2022; Received in revised form 20 May 2023; Accepted 18 June 2023 Abstrak Telah banyak studi yang mengukur kemampuan berpikir kreatif matematis siswa dari penerapan model pembelajaran Creative Problem Solving (CPS) di Indonesia dengan hasil yang beragam sehingga menimbulkan inkonsistensi. Penelitian ini memiliki tujuan untuk menguji dan menyelidiki secara keseluruhan studi mengenai penerapan model pembelajaran Creative Problem Solving (CPS) terhadap kemampuan berpikir kreatif matematis menggunakan meta analisis. Meta analisis merupakan metode analisis statistik yang menghitung beberapa studi secara kuantitatif. Hasil penelitian menyatakan bahwa model pembelajaran Creative Problem Solving (CPS) berpengaruh secara signifikan terhadap kemampuan berpikir kreatif matematis dengan effect size 1,387 pada klasifikasi efek yang sangat besar. Jika ditinjau dari jenjang pendidikan menengah menyatakan bahwa tidak terdapat perbedaan yang signifikan dari pengaruh adanya penerapan model pembelajaran Creative Problem Solving (CPS) dalam meningkatkan kemampuan berpikir kreatif matematis baik pada jenjang SMP/MTs ataupun SMA/MA/SMK. Berdasarkan hasil penelitian ini, maka model pembelajaran Creative Problem Solving (CPS) dapat dijadikan sebagai rekomendasi model pembelajaran yang dapat diterapkan dalam meningkatkan kemampuan berpikir kreatif matematis siswa baik pada jenjang SMP/MTs ataupun SMA/MA/SMK. Kata kunci: Kemampuan berpikir kreatif; meta analisis; creative problem solving (CPS) Abstract There have been many studies that have measured students' mathematical creative thinking skills from the application of the Creative Problem Solving (CPS) learning model in Indonesia with mixed results, giving rise to inconsistencies. This study aims to examine and investigate the overall study of the application of the Creative Problem Solving (CPS) learning model to mathematical creative thinking abilities using meta-analysis. Meta-analysis is a statistical analysis method that calculates several studies quantitatively. The results of the study stated that the Creative Problem Solving (CPS) learning model had a significant effect on the ability to think creatively mathematically with an effect size of 1.387 in the very large effect classification. If viewed from the secondary education level, it states that there is no significant difference from the effect of the application of the Creative Problem Solving (CPS) learning model in improving mathematical creative thinking skills both at the SMP/MTs or SMA/MA/SMK levels. Based on the results of this study, the Creative Problem Solving (CPS) learning model can be used as a recommendation for a learning model that can be applied in improving students' mathematical creative thinking skills both at the SMP/MTs or SMA/MA/SMK levels. Keywords: Creative problem solving (CPS); mathematical creative thinking; meta analysis This is an open access article under the Creative Commons Attribution 4.0 International License