Abstract
This study aims to investigate the effect of a reflective learning model on students' creative thinking skills. The researcher employed an experimental method and used a one group pre-test and post-test design. The participants were 35 randomly selected college students enrolling in the 2018/2019 academic year, majoring in faculty of education. This study administered Torrance tests of creative thinking (TTCT), figural form B, and the creative activities questionnaire to measure participants' creative thinking skills. The skills involved fluency, originality, and flexibility. The results showed a significant difference (p < 0.001) between the pre-test (M = 30.95) and the post-test (M = 36.05). This suggests that the reflective learning model was statistically effective in improving students' creative thinking skills. Reflective learning is considered to be an appropriate learning method for faculty of education students in higher education.