**AMA 10th edition**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Suastika K. Mathematics Learning Model of Open Problem Solving to Develop Students’ Creativity. *INT ELECT J MATH ED*. 2017;12(3), 569-577.

**APA 6th edition**

**In-text citation:** (Suastika, 2017)

**Reference:** Suastika, K. (2017). Mathematics Learning Model of Open Problem Solving to Develop Students’ Creativity. *International Electronic Journal of Mathematics Education, 12*(3), 569-577.

**Chicago**

**In-text citation:** (Suastika, 2017)

**Reference:** Suastika, Ketut. "Mathematics Learning Model of Open Problem Solving to Develop Students’ Creativity". *International Electronic Journal of Mathematics Education* 2017 12 no. 3 (2017): 569-577.

**Harvard**

**In-text citation:** (Suastika, 2017)

**Reference:** Suastika, K. (2017). Mathematics Learning Model of Open Problem Solving to Develop Students’ Creativity. *International Electronic Journal of Mathematics Education*, 12(3), pp. 569-577.

**MLA**

**In-text citation:** (Suastika, 2017)

**Reference:** Suastika, Ketut "Mathematics Learning Model of Open Problem Solving to Develop Students’ Creativity". *International Electronic Journal of Mathematics Education*, vol. 12, no. 3, 2017, pp. 569-577.

**Vancouver**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Suastika K. Mathematics Learning Model of Open Problem Solving to Develop Students’ Creativity. INT ELECT J MATH ED. 2017;12(3):569-77.

# Abstract

The purpose of this research is to produce an open problem solving mathematics learning model to help students develop their creativity which meets the criteria of validity, practicality, and effectiveness. The components of instruction model used adopt Joyce and Weil. The quality of the developed products was evaluated based on the product development evaluation developed by Neeven, which includes validity by validators, practicality, and the effectiveness of field experiment by observers. The syntax realization of model consisted of five phases, namely: (1) Introduction, (2) Concept tracking, (3) Open problem presentation, (4) Work presentation, and (5) Closing. The model that had been declared valid by the validator was then tested to see the practicality and effectiveness. The practicality and effectiveness of the model were obtained after three trials. The process of model development is based on the theory of development of Plomp, which consists of three phases, namely: (1) preliminary research, (2) prototyping phase, and (3) assessment phase. The development result of this study is an open problem solving math learning model that can develop students’ creativity (PMT Model), which meets valid, practical, and effective criteria.