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The main goal of this study is to present examples and results of the implementation of the Challenge Based Learning (CBL) model implemented STEM education in Indonesia. This study integrates the steps of the CBL model and the dimensions of STEM education. The research method used in this study is a quantitative method with a type of quasi-experimental research design. The research design used was a single group pre-test / post-test design. The research subjects consisted of 23 first-grade students in vocational schools. The instrument used in this study is an essay test consisting of 4 questions creative thinking skills with indicators according to Torrance namely fluency, flexibility and originality. After performing the pretest, treatment and posttest, the scores of students creative thinking skills were analyzed using normalized gain values (), Shapiro-Wilk Test, non-parametric and Cohen tests with SPSS 20.00 at a significant level of 0.05. As a result of the study, it was found that there were differences in students creative thinking skills after being treated by the CBL model which was implemented with STEM education. The level of achievement of students creative thinking skills in the post-test is higher than the pre-test. This research shows that the application of the CBL model implemented STEM education is effective in enhacing creative thinking skills and in the most significant order in improving indicators of flexibility, fluency and originality.