<![CDATA[Creative thinking skills are essential skills that students need to develop and master because creative thinking enables students to understand, manage, and solve problems. However, students’ creative thinking skills have not yet reached an optimal level. This study aimed to determine the differences in students’ creative thinking skills between those who learned using the Case Based Learning (CBL) model and those who learned using the Discovery Learning (DL) model on the topic of Environmental Change. This study employed a quasi-experimental method with a non-randomized pretest-posttest control group design. The sample consisted of Grade X students at a public senior high school in Muaro Jambi during the 2025/2026 academic year, selected using purposive sampling. Data on students’ creative thinking skills were collected using an essay test based on the indicators proposed by Greenstein. The data were analyzed using a One-Way ANCOVA. The results showed a significant difference in students’ creative thinking skills between the CBL and DL groups (p = 0.017; p < 0.05), with a moderate effect size (Partial Eta Squared = 0.113). Both CBL and DL were associated with improvements in students’ creative thinking skills; however, the CBL group achieved higher posttest results than the DL group. The most prominent creative thinking indicators in the CBL group were Curiosity, Flexibility, Elaboration, and Imagination, whereas Fluency and Originality were the most prominent indicators in the DL group. These findings indicate that CBL can be considered as an alternative learning model for developing students’ creative thinking skills, particularly in Environmental Change learning.]]>
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