<![CDATA[The development of twenty-first-century competencies requires learning approaches that foster both cognitive and affective abilities, particularly creative thinking and self-efficacy. However, conventional science instruction often provides limited opportunities for students to generate original ideas, participate actively in collaborative learning, and develop confidence in solving authentic problems. This study aimed to examine the effectiveness of the Project Brainstorming Learning Model in enhancing students' creative thinking skills and self-efficacy during science learning. The research method used a quasi-experimental study using a one-group pretest-posttest design conducted on 12 students of the Biology Education Study Program, Jambi University.. Data were collected using a creative thinking essay test, a self-efficacy questionnaire, classroom observations, and an idea generation assessment. The data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, paired-sample t-tests, and simple linear regression. The findings revealed significant improvements in students' creative thinking (t = –6.632, p < .001) and self-efficacy (t = –8.567, p < .001) following the implementation of the Project Brainstorming Learning Model. Furthermore, regression analysis demonstrated a very strong positive relationship between the learning model and students' idea generation (R = 0.991, R² = 0.981, p < .001), indicating that the model substantially contributed to students' ability to generate creative ideas. These findings suggest that integrating structured brainstorming throughout project-based learning provides an effective instructional approach for simultaneously strengthening students' creative thinking, confidence, and collaborative idea generation. The study contributes empirical evidence supporting the use of innovative project-oriented learning models to develop essential competencies for twenty-first-century science education]]>
