<![CDATA[This study aims to analyze the effectiveness of implementing the Creative Problem Solving (CPS) learning model in improving students’ creative thinking abilities on the topic of sound waves. The research employed a quasi-experimental method with a post-test only control group design. The research subjects consisted of two eleventh-grade classes at SMAN 15 Pekanbaru, namely an experimental class that applied the CPS model and a control class that used conventional learning. The research instrument was a creative thinking ability test that included four indicators: fluency, flexibility, originality, and elaboration. The results showed that the creative thinking ability of students in the experimental class was higher than that of students in the control class. The average score of creative thinking ability in the experimental class reached the creative category, while the control class was in the fairly creative category. Statistical testing indicated a significant difference between the two groups. These findings indicate that the CPS model is effective in encouraging students to think both divergently and convergently in a systematic way in physics learning, particularly on abstract topics such as sound waves. Therefore, the CPS model can be used as an innovative alternative in physics learning to improve students’ creative thinking abilities as part of 21st-century skills.]]>
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