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Problem Based Instruction (PBI) and Creative Problem Solving (CPS) are kinds of Learning Based Problem Models that expose students to solve the problems and issues associated with their daily life. The students’ ability to solve problems will develop well, because students are encouraged divergent and convergent thinking in facing and solving the problem they usually face in everyday life. This research aims at determining the differences of students’ problem solving taught by using Problem Based Instruction (PBI) and Creative Problem Solving (CPS) on the concept of biodiversity. This research was quasi experiment with nonequivalent control group design. The population of this research is all students at MAN 3 Tangerang academic year 2016/2017. The sampling of this research was taken through random sampling technique which consisting two classes: X MIA 1 with 36 students as experimental class II (class with CPS model) and X MIA 2 with 38 students as experimental class I (class with PBI model). The instruments of this research were an essay test consists of 13 questions, student observation sheet, and teacher observation sheet. The result from the calculation of t-test at the 0.05 significance level obtained result that tcalculate was less than ttable (1,31<1,99), so the null hypothesis (H0) is accepted. This suggests that there were no differences significant of students’ problem solving ability taught by using Problem Based Instruction (PBI) and Creative Problem Solving (CPS) learning model on the concept of biodiversity.