Creative thinking skills in mathematics are widely recognized for their critical importance in terms of learning a range of mathematical contents through problem-solving approaches. As fundamental means of developing mathematical knowledge, such skills should therefore be of serious concern and have a prominent role in the education of K-12 students, Junior High School students in this regard. This research presented efforts, by applying Numbered Heads Together (NHT) as a cooperative learning alternative, which enabled such a wide range of students in different environments to sufficiently comprehend such skills and later to extend them. Quasi-experimentally designed with Control Group Pre-Test and Post-Test Design, this research sampled 130 8th grade students of two schools in Ambon, with each representing high-ranked and medium-ranked schools. The hypothesis, that NHT set off such skills, was tested at 95% significance level. The research ultimately found that; (1) the students’ creative thinking skills were different in the experimental class and control class; (2) learning with NHT was better than conventional method.
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