This research is focused on students’ mathematical Creative Problem Solving (CPS) ability in Elementary School. The purpose of this research is to comprehensively describe the enhancement of students’ mathematical CPS ability as a result of SBL. This research is a quasi-experimental study that applies two learning models: SBL and conventional learning. The research results obtained are: 1) the enhancement of students’ mathematical CPS ability who were taught under SBL learning is higher than those who were taught under conventional learning at the whole students and school level; 2) there is no interaction between learning model and school level on enhancement of students’ mathematical CPS ability; and 3) fact finding is the highest aspect of the students’ mathematical CPS ability, and the lowest aspect is acceptance finding.