<![CDATA[This study examined the effectiveness of the Collaborative Creativity (CC) learning model integrated with a scientific approach in improving Grade VII students' creative thinking skills in science learning. The study was motivated by low preliminary creative-thinking scores at MTs Muhammadiyah Sukarame Bandar Lampung, particularly on fluency, flexibility, originality, and elaboration indicators. A quasi-experimental method with a matching-only pretest-posttest control group design was employed. The sample consisted of 44 students, with 22 students in the experimental class and 22 students in the control class. The experimental class learned through CC stages integrated with observing, questioning, experimenting, associating, and communicating activities, whereas the control class received conventional instruction. Data were collected using a creative-thinking test on work and energy, classroom-observation sheets, and documentation. The instrument met validity, reliability, difficulty, and discrimination criteria. Results showed that the experimental class obtained a higher posttest mean (82.18) than the control class (69.05), with N-gain scores of 0.73 and 0.51, respectively. The independent-samples t-test showed a significant difference, t(42)=5.21, p<0.001, with a large effect size (Cohen's d=1.57). These findings indicate that CC integrated with a scientific approach effectively promotes students' creative thinking by combining collaborative idea generation, scientific inquiry, and reflective evaluation. The study recommends structured group creativity tasks and scientific worksheets for physics-related science topics.]]>
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