<![CDATA[This study aimed to examine the effectiveness of two instructional models the creative problem solving model integrated with an open-ended approach and the direct instruction model employing a scientific approach in enhancing eighth-grade students creative thinking skills and self-confidence. The research adopted a quantitative approach within a quasi-experimental framework, specifically a pretest–posttest nonequivalent control group design. The population comprised all eighth-grade students at a public junior high school in Yogyakarta, Indonesia. Purposive sampling was applied to select classes with comparable academic profiles and initial learning conditions. Data were collected using creative thinking skills test and a self-confidence questionnaire. The findings indicated that the implementation of creative problem solving models with an open-ended approach significantly improved students’ creative thinking and self-confidence, as confirmed by one-sample t-test results (p = 0.000 < 0.05) and proportion tests (0.010 < 0.05 and 0.000 < 0.05). The direct instruction model with a scientific approach was also effective (p < 0.05). A comparative analysis using an independent samples t-test revealed significant differences between the two groups (p = 0.010 < 0.05 for creative thinking and p = 0.000 < 0.05 for self-confidence), indicating superior effectiveness of creative problem solving model with open-ended tasks. These results suggest that integrating creative problem-solving model with open-ended problem-solving not only enhances cognitive outcomes but also strengthens students’ affective development, promoting flexible, creative, and confident learners. This provides a more comprehensive and impactful instructional strategy than conventional direct instruction.]]>
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