Peserta didik cenderung kurang menyukai pembelajaran matematika akibat kesulitan dalam memahami materi serta kurangnya variasi dalam metode pembelajaran yang digunakan. Selain itu, penggunaan smartphone tidak tepat dalam kegiatan pembelajaran, mengandalkan pencarian informasi tanpa memahami konsep secara mendalam, mengakibatkan rendahnya kreativitas peserta didik dalam menyelesaikan soal dan memahami materi secara mandiri. Penelitian ini mengembangkan media pembelajaran berdiferensisi berbasis Android untuk meningkatkan kemampuan berpikir kreatif matematis pada materi transformasi geometri. Tujuan penelitian yaitu untuk mengembangkan proses media pembelajaran, menguji kevalidan media pembelajaran GPM, menguji kepraktisan media pembelajaran GPM, dan melihat peningkatan kemampuan berpikir kreatif matematis peserta didik. Metode yang digunakan dalam penelitian ini adalah R&D (Research and Development) dengan menggunakan model ADDIE (Analyze, Design, Development, Implementation, and Evaluation). Subjek penelitian yaitu peserta didik kelas IX-B di SMP Negeri 2 Maleber. Sumber data penelitian ini yaitu dari validator ahli materi, validator ahli media, peserta didik dan guru. Teknik pengumpulan data yang digunakan melalui kuisioner, observasi dan tes. Instrumen penelitian ini berupa angket penilaian dari validator ahli materi, validator ahli media, kepraktisan peserta didik, dan kepraktisan guru. Teknik analisis data yang digunakan pada penelitian ini yaitu analisis penelitian pendahuluan, uji validitas, angket kepraktisan dan data instrumen keefektifan. Hasil penelitian pengembangan media pembelajaran GPM untuk meningkatkan kemampuan berpikir kreatif matematis pada materi transformasi geometri yaitu kevalidan media pembelajaran berdasarkan validator ahli materi diperoleh nilai rata rata sebesar 85,12% berada pada kategori “valid”, berdasarkan validator ahli media diperoleh nilai rata-rata sebesar 97% berada pada kategori “sangat valid”, berdasarkan kepraktisan peserta didik diperoleh nilai rata-rata sebesar 77% berada pada kategori “praktis”, dan berdasarkan kepraktisan guru diperoleh nilai rata rata sebesar 97% berada pada kategori “sangat praktis”. Hasil pengujian peningkatan kemampuan kemampuan berpikir kreatif matematis peserta didik dengan rata-rata nilai pre-test diperoleh nilai rata-rata sebesar 62,89 dan nilai post-test diperoleh nilai rata rata 85,28. Hasil analisis data untuk N-Gain dipeoleh rata-rata sebesar 0,6 yang termasuk dalam kategori “sedang”. Kesimpulannya yaitu media pembelajaran GPM sangat valid berdasarkan penilaian validator ahli dan layak untuk diimplementasikan, media pembelajaran sangat praktis berdasarkan penilaian peserta didik dan guru, dan media pembelajaran mampu meningkatkan kemampuan berpikir kreatif matematis peserta didik pada materi transformasi geometri dalam kategori sedang.

Students tend to dislike learning mathematics due to difficulties in understanding the material and the lack of variation in the learning methods used. In addition, the use of smartphones is not appropriate in learning activities, relying on information searches without understanding the concept in depth, resulting in low creativity of students in solving problems and understanding the material independently. This study developed differentiated learning media based on Android to improve mathematical creative thinking skills in geometric transformation material. The purpose of the study was to develop the learning media process, test the validity of the GeoPlayMath learning media, test the practicality of the GPM learning media, and see the increase in students' mathematical creative thinking skills. The method used in this study was R&D (Research and Development) using the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) model. The subjects of the study were students of class IX-B at SMP Negeri 2 Maleber. The data sources for this study were from material expert validators, media expert validators, students and teachers. Data collection techniques used were through questionnaires, observations and tests. The research instrument is in the form of an assessment questionnaire from material expert validators, media expert validators, student practicality, and teacher practicality. The data analysis techniques used in this study were preliminary research analysis, validity tests, practicality questionnaires and effectiveness instrument data.. The results of the research on the development of GPM learning media to improve mathematical creative thinking skills in geometric transformation material, namely the validity of learning media based on the material expert validator obtained an average value of 85.12% in the "valid" category, based on the media expert validator obtained an average value of 97% in the "very valid" category, based on the practicality of students obtained an average value of 77% in the "practical" category, and based on the practicality of teachers obtained an average value of 97% in the "very practical" category. The results of testing the improvement of students' mathematical creative thinking skills with an average pre-test score obtained an average value of 62.89 and a post-test score obtained an average value of 85.28. The results of data analysis for N-Gain obtained an average of 0.6 which is included in the "moderate" category. The conclusion is that the GPM learning media is very valid based on the assessment of expert validators and is feasible to be implemented, the learning media is very practical based on the assessment of students and teachers, and the learning media is able to improve students' mathematical creative thinking skills on geometric transformation material in the moderate category.