Over the past decade, innovative learning models such as Project-Based Learning, Problem-Based Learning, and Discovery Learning have been widely implemented to foster student creativity. However, economics education research rarely breaks down creativity into specific indicators, leaving it unclear which dimensions are actually developed through these innovative models. This gap is critical since creativity is essential for understanding real-world economic phenomena, not just theoretical concepts. This study aims to describe senior high school students’ creativity levels across four indicators: fluency, flexibility, originality, and elaboration, within economics lessons to provide an empirical basis for instructional improvement. A descriptive quantitative design was employed. From a population of 432 tenth-grade students, 208 students were selected through proportional random sampling. Data were collected using performance-based essay test consisting of four items on the topic of economic agents. The instrument was validated by five experts and demonstrated satisfactory reliability (Cronbach's alpha = 0.790). These findings indicate that simply implementing the instructional syntax of an innovative learning models is insufficient without a supportive learning environment and well-structured guidance. Ultimately, this insight provides a foundation for the development of economics learning models that place greater emphasis on fostering students’ creativity.
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