Enhancing Junior High School Students’ Creativity in Integer Operations through Discovery Learning Assisted by Game 24

21st century education requires the development of higherorder thinking skills, one of which is creativity.However, in reality, junior high school students' creativity in mathematics learning, especially in integer operations, is still relatively low.This study aims to improve students' creativity through the application of the Game 24assisted Discovery Learning model.The research was conducted using a Classroom Action Research (CAR) approach consisting of two cycles, with each cycle going through the stages of planning, action, observation, and reflection.Data were collected through creativity tests, activity observations, interviews, questionnaires, and documentation, then analyzed descriptively, quantitatively, and qualitatively.The results of the study show an increase in student creativity from cycle I to cycle II.The average posttest score increased, with the maximum student score rising from 61,25 in cycle I to 82,19 in cycle II, and the N-Gain score also increased from 0.139 in cycle I to 0.372 in cycle II.Based on the results of activity observations, enthusiasm received the highest score (3.125), while the ability to explain was also quite good with an average score of (3.00).Meanwhile, the aspect of cooperation was in the moderate category (2.84) and independence was still relatively low (2.69).Although the improvement was still relatively low, these findings indicate that the Game 24-assisted Discovery Learning model was able to encourage students to be more active, creative, and motivated in solving integer operation problems, although further development is needed to achieve more consistent and optimal results.