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In general, the purpose of this study is to analyze the enhancement of students mathematical creative thinking ability through meaningfulness, confidence, relevance, enjoyment, social relationships, targets (MCREST) strategy and direct learning (DL) based on learning strategy, school level, and mathematical prior knowledge. In this study, research method is quasi experiment that used nonequivalent control-group design. The samples were taken from different classes and schools level. The instruments in this study consists of six essay test of mathematical creative thinking. The conclusion of this study are: (1) There are no difference enhancement of students mathematical creative thinking ability in MCREST and DL; (2) Based on schools level, the enhancement of mathematical creative thinking are no differences in MCREST and DL; (3) Based on mathematical prior knowledge categories, there are no differences in terms of the enhancement of students mathematical creative thinking ability and their achievement in self-determination in MCREST and DL, in other groups of mathematical prior knowledge, the enhancement of students mathematical reasoning and creative thinking ability in MCREST and DL; (4) There are no exist an interaction effect between learning strategy and school level or mathematical prior knowledge towards the enhancement of mathematical creative thinking ability.