Cultural CyberMath System in Enhancing Students’ Mathematical Creativity

The study investigates the effectiveness of the Cultural CyberMath System (CCMS), a culturally embedded cyber learning environment grounded in the 5I’s learning path (Impress–Identify–Inspire–Inspect–Invoke), in enhancing students’ mathematical creativity. Drawing on gaps in technology enhanced, culturally responsive mathematics education, the study focuses on three indicators of creativity: fluency, flexibility, and originality. A quasi experimental pretest–posttest control group design was implemented with 62 first year hospitality management students enrolled in Mathematics in the Modern World at a Philippine state university, randomly assigned by class to an experimental group (CCMS) and a control group (contextualized blended instruction). Mathematical creativity was measured using a validated, rubric scored Mathematical Creativity Test composed of open ended, multiple solution tasks. Data were analyzed using descriptive statistics and ANCOVA with pretest scores as covariates. Results showed substantial gains in fluency, flexibility, and originality in both groups, with no significant differences in posttest fluency and flexibility. However, CCMS produced a statistically higher level of originality, indicating stronger support for generating uncommon and innovative solutions. Overall, the findings position CCMS as a viable alternative to contextualized blended instruction for fostering broad mathematical creativity, with added value for originality, and highlight the potential of culturally grounded cyber learning designs to cultivate creative mathematical thinking.

Cultural CyberMath System, Mathematical Creativity, Fluency, Flexibility, Originality

1. Applebaum, M. (2025). Fostering creative and critical thinking through math games: A case study of Bachet’s game. European Journal of Science and Mathematics Education. [Google Scholar] [Crossref]

2. https://doi.org/10.30935/scimath/15825. [Google Scholar] [Crossref]

3. Bertrand, M., Sezer, H., & Namukasa, I. (2024). Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies. Digital Experiences in Mathematics Education, 10, 462 - 486. https://doi.org/10.1007/s40751-024-00152-x. [Google Scholar] [Crossref]

4. Bicer, A. (2021). A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students. International Journal of Education in Mathematics, Science and Technology. https://doi.org/10.46328/ijemst.1254. [Google Scholar] [Crossref]

5. Bicer, A., Lee, Y., Perihan, C., Capraro, M., & Capraro, R. (2020). Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity. Educational Studies in Mathematics, 105, 457 - 485. https://doi.org/10.1007/s10649-020-09995-8. [Google Scholar] [Crossref]

6. Bingol, B., & Ozyaprak, M. (2025). Enhancing Higher Education: Differentiating the Curriculum and Instruction to Foster Mathematical Creativity and Motivation. The Journal of Creative Behavior. https://doi.org/10.1002/jocb.70000. [Google Scholar] [Crossref]

7. Dosinaeng, W., Leton, S., Djong, K., Uskono, I., Jagom, Y., & Lakapu, M. (2025). Enhancing students’ mathematical thinking through culturally responsive algebra instruction using interactive Google Slides. Journal of Honai Math. https://doi.org/10.30862/jhm.v8i1.852. [Google Scholar] [Crossref]

8. Fitri, R., Jupri, A., Mulyaning, E., & Sitanggang, D. (2025). Technology Integration in Problem-Based Culturally Responsive Mathematics Learning: A Systematic Literature Review in the Era of Industry 5.0. Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika. [Google Scholar] [Crossref]

9. https://doi.org/10.30606/absis.v8i1.3340. [Google Scholar] [Crossref]

10. Hasbi, M., Sarda, M., & Syafaruddin, B. (2025). Technology and Islamic Perspective: A Study of Ethnomathematics. Jurnal Riset dan Inovasi Pembelajaran. https://doi.org/10.51574/jrip.v5i3.3933. [Google Scholar] [Crossref]

11. Hendri, S., Sa’dijah, C., & Muksar, M. (2025). Integration of Multicultural Discovery Learning and Computational Thinking in Elementary Mathematics Education: A Systematic Literature Review. Journal of Ecohumanism. https://doi.org/10.62754/joe.v4i2.6223. [Google Scholar] [Crossref]

12. Hidayat, A., & Firmanti, P. (2024). Navigating the tech frontier: a systematic review of technology integration in mathematics education. Cogent Education, 11. [Google Scholar] [Crossref]

13. https://doi.org/10.1080/2331186x.2024.2373559. [Google Scholar] [Crossref]

14. Hu, Z. (2025). Practical Research on Integrating Mathematical Culture into Higher Mathematics Teaching. Adult and Higher Education. https://doi.org/10.23977/aduhe.2025.070111. [Google Scholar] [Crossref]

15. Istikomah, E., Suryadi, D., Prabawanto, S., Nurlaelah, E., & Supriyadi, E. (2024). Systematic Review on the Essentials of Creative Mathematical Thinking. Journal of Advanced Research in Applied Sciences and Engineering Technology. https://doi.org/10.37934/araset.58.2.8595. [Google Scholar] [Crossref]

16. Khalid, M., Saad, S., Hamid, S., Abdullah, M., Ibrahim, H., & Shahrill, M. (2020). ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS. Creativity Studies. [Google Scholar] [Crossref]

17. https://doi.org/10.3846/cs.2020.11027. [Google Scholar] [Crossref]

18. Khalil, I., Charitas, R., & Prahmana, I. (2023). Mathematics learning orientation: Mathematical creative thinking ability or creative disposition?. Journal on Mathematics Education. [Google Scholar] [Crossref]

19. https://doi.org/10.22342/jme.v15i1.pp253-276. [Google Scholar] [Crossref]

20. Kurniasi, E., Nurrahmah, A., Suhendri, H., & Hartati, L. (2025). Development of Culturally Responsive Teaching-Learning Model Differentiated Learning to Improve Computational Mathematics Skills. Formatif: Jurnal Ilmiah Pendidikan MIPA. https://doi.org/10.30998/formatif.v15i1.27897. [Google Scholar] [Crossref]

21. Lomibao, L. & Cajandig, A. (2020) . 5I’s Learning Path with Cultural Approach Embedded to CAI on Student’s Conceptual Understanding. American Journal of Educational Research. 2020; 8(10):772-778. doi: 10.12691/education-8-10-6 [Google Scholar] [Crossref]

22. Madriaga, B., & Cajandig, A. (2025). Unveiling the Worldview of Mathematics Teachers Towards Culturally Responsive Mathematics Teaching: A Phenomenological Analysis. Psychology and Education: A Multidisciplinary Journal. https://doi.org/10.70838/pemj.360901. [Google Scholar] [Crossref]

23. Mariani, D., Mustaji, M., & Dewi, U. (2025). Literature Study: The Effect of The Problem-Based Learning Model Assisted by The Flipped Classroom on Mathematical Creative Thinking Ability. Jurnal Pendidikan Indonesia. https://doi.org/10.59141/japendi.v6i1.6668. [Google Scholar] [Crossref]

24. Nilimaa, J. (2023). New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics. Trends in Higher Education. https://doi.org/10.3390/higheredu2030028. [Google Scholar] [Crossref]

25. Nursyahidah, F., , W., Mariani, S., & Wijayanti, K. (2025). Integrating technology, Javanese ethnomathematics, and realistic mathematics education in supporting prospective mathematics teachers' numeracy skills: A learning trajectory. Journal on Mathematics Education. [Google Scholar] [Crossref]

26. https://doi.org/10.22342/jme.v16i2.pp671-688. [Google Scholar] [Crossref]

27. Roble, D., Lomibao, L. & Luna, C. (2018). Enhancing students mathematical creativity in Calculus through pre-within-post problem posing task. Science International 30(2), 255-261. [Google Scholar] [Crossref]

28. Salsabila, D., Ratnaningsih, N., & Gyenin, M. (2025). Enhancing Mathematics Learning Outcomes through Wordwall-Based Culturally Responsive Teaching. Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika. https://doi.org/10.23969/pjme.v15i1.24200. [Google Scholar] [Crossref]

29. Shodiq, L., Juniati, D., & Susanah, S. (2025). Teaching creativity through mathematical lateral thinking problems: A pilot study. Eurasia Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/15913. [Google Scholar] [Crossref]

30. Sianipar, H., Nuranisah, N., & Silalahi, T. (2025). Utilization Of Technology In Ethnomathematics-Based Geogebra Learning Media. Jurnal Media Computer Science. [Google Scholar] [Crossref]

31. https://doi.org/10.37676/jmcs.v3i2.8615. [Google Scholar] [Crossref]

32. Singh, H. (2025). Incorporating Culturally Responsive Teaching Practices in Mathematics Education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5250874. [Google Scholar] [Crossref]

33. Sunzuma, G., & Umbara, U. (2025). Ethnomathematics-based technology in Indonesia: A systematic review. Asian Journal for Mathematics Education, 4, 129 - 153. [Google Scholar] [Crossref]

34. https://doi.org/10.1177/27527263241305812. [Google Scholar] [Crossref]

35. Susilawati, S., Prabowo, A., Zaenuri, Z., & Waluya, B. (2024). Developing creative thinking abilities in mathematics education: A systematic literature review. Contemporary Educational Researches Journal. https://doi.org/10.18844/cerj.v14i1.9256. [Google Scholar] [Crossref]

36. Viberg, O., Grönlund, Å., & Andersson, A. (2020). Integrating digital technology in mathematics education: a Swedish case study. Interactive Learning Environments, 31, 232 - 243. [Google Scholar] [Crossref]

37. https://doi.org/10.1080/10494820.2020.1770801. [Google Scholar] [Crossref]

38. Zioga, M., & Desli, D. (2025). Fostering Mathematical Creativity in Primary Education: Impact of an Educational Program on Teachers’ Classroom Practices. European Journal of Mathematics and Science Education. https://doi.org/10.12973/ejmse.6.2.97. [Google Scholar] [Crossref]

• Peer-Assisted Learning as a Pathway to Academic Success: Unpacking the Mediating Role of Mathematics Attitude and the Moderating Effects of Interest.
• The Role of Teacher Preparation, Instructional Materials, and Assessment Practices on Student Performance in Mathematical Literacy Based on the PISA Framework: A Systematic Literature Review
• The Impact of Examination-Oriented Teaching on Students’ Conceptual Understanding of Mathematics in Senior High Schools in the Volta Region of Ghana
• Leveraging Differentiated Instruction to Foster Critical Thinking, Creativity, Collaboration and Communication In 21st Century Mathematics Classroom: A Systematic Literature Review
• Path Analysis of Teaching Approaches on Mathematics Performance Via Motivation: A Systematic Literature Review