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This study aims to analyze: (1) A difference in the increase in mathematical creative thinking skills between students given a higher Problem Based Learning (PBL) model than students given Matlab Assisted Think Pair Share (TPS) models, (2) A difference discipline of learning mathematics between students who were given a Problem Based Learning (PBL) model higher than students given a Think Pair Share (TPS) model in Matlab Assisted, (3) A difference in the process of solving students answers when solving mathematical creative thinking skills after obtaining a higher Problem Based Learning (PBL) model than students given Matlab Assisted Think Pair Share (TPS) models The population of this study was the eleventh grade students of Eria Private High School Medan. The research sample was taken randomly to obtain two sample classes. Experimental Class I was given Problem Based Learning (PBL) and experimental class II was given Think Pair Share (TPS) learning. The instruments used consisted of: Test of Mathematical Creative Thinking ability and questionnaire on student learning discipline. Data analysis was carried out by Analysis of Covariance (ANACOVA) and N-Gain. The results showed that (1) There were differences in the increase in mathematical creative thinking skills between students who were given a Problem Based Learning (PBL) model higher than students given the Matlab Assisted Think Pair Share (TPS) model, (2) There were differences in the discipline of mathematics learning between students who were given a Problem Based Learning (PBL) model were higher than students who were given Think Pair Share (TPS) models in Matlab Assisted, (3) There were differences in the process of solving students answers when solving mathematical creative thinking skills problems after obtaining a Problem Based model. Learning (PBL) is higher than students given the Think Pair Share (TPS) model Assisted by Matlab. Based on the results of the study, the researcher suggests the Problem Based Learning (PBL) model in mathematics learning can be used as an alternative in innovative mathematics learning.