This research is a pre-post-test experiment that aims to examine the role of the problem-solving approach (PSA) and students’ cognitive intelligence on mathematical creative thinking abilities (MCTA) and mathematical habits of mind (MHoM). This study involved 50 8th grade students. The instruments used were TOLT test, MCTA test, and MHoM scale. This research found that students at the age of 13-14 years are at the stage of formal, transition, and concrete thinking. Whereas MCTA students who receive learning with PSA achieve better grades than students taught by the scientific approach (SA). The MCTA level of students who receive PSA is good and sufficient for students who receive SA. Both groups of students are still aware of some difficulties in completing MCTA tasks, such as solving problems improperly, in more than one way, and or in different ways. The MHoM results of the two students were not different, they were at a good level. Based on the cognitive thinking stage, it was found that there were significant differences in the improvement of MCTA between the two classes, there was a certain stage of thinking in the MCTA of the two classes, and there was no interaction. While for MHoM there is no difference in terms of approaches and stages of thinking, and there is no interaction. In Other findings, there is no relationship between MCTA and MHoM.

This research aimed to analyze the role of Realistic Mathematics Education (RME) approach in enhancement, and achievement of Mathematical Creative Thinking Ability (MCTA) in flat side of solid figure of  Pyramid dan Prism learning of Junior High School students’ would improve students’ mathematical creative thinking in terms of students' minimum criteria of mastery learning (KKM). The method used was classroom action research with planning, implementation of the action, evaluation, and reflection design in 3 cycle. The subject of this research was 8th-A graders in SMP BPK Penabur Holis Bandung. The instrument used an essay test on MCTA, observation sheets, and interview sheets. Data analysis was done quantitatively, in quality and descriptive basis. The results showed that: (1) Students ' learning through RME was better than their previous grades, (2) MCTA of students whose study used the RME approach enhancement 32.28% from cycle I to cycle II and 6.45% from cycle II to cycle III, (3) Students' MCTA in each indicator have equalization