ISSN 2414-8385 (Online) ISSN 2414-8377 (Print European Journal of Multidisciplinary Studies January-April 2018 Volume 3, Issue 2 108 Improving Senior High School Student’s Creativity Using Discovery Learning Model in Islamic Senior High School 1 Jambi City Rinita Istiqomah Master Of Education Candidate, Universitas Negeri Yogyakarta Indonesia Lantip Diat Prasojo Doctor of Educational Management, Universitas Negeri Yogyakarta Indonesia Achmad Muhyidin Arifa’i Master of Management Project STMT, Trisakti Indonesia Abstract The curriculum 2013 as a new curriculum offers a scientific approach as a learning approach to address the challenges of the 21st century and improve the quality of education in Indonesia. Scientific approach is considered capable of improving scientific attitude, scientific thinking and scientific skills. Scientific attitude encourages students to be able to think Creative by using scientific data found and supported by scientific activities. One of the models offered in the curriculum 2013 is discovery learning which is an active student learning model. This research is a classroom action research conducted in three cycles to apply discovery learning model as an effort to improve students' scientific attitude, especially student creativity. With the involvement of 24 students Islamic Senior High School 1 Jambi City 2014/2015 in Physics course material Rectilinier Motion. From the test of each cycle, the students' creativity results are as follows: cycle I (2.08), cycle II (2.35) and cycle III (2.66). From the data can be concluded that by using the model of learning discovery learning can improve student creativity attitude. Keywords: Scientific attitude, discovery learning model, student creativity. Introduction Indonesia is faced with new challenges in the world of education with the presence of a new curriculum that is the curriculum 2013. Curriculum Changes Education Unit Level (KTSP) into the curriculum 2013 as one of the response to the quality of education Indonesia is not considered good, it was seen from the Program for International Student Assessment (PISA) of 2012 in the field of science Indonesia ranked 64 th of 65 countries. The low level of students' science skills in Indonesia can also be seen from the results of The Third International Mathematics and Science Study (TIMSS) in 2007 and 2011 in science for junior high school students, showing that more than 95% of Indonesian students are only able to reach while nearly 40% of Taiwanese learners are able to reach high and advanced levels (Kemendikbud, 2013: 80). The 2013 curriculum is considered capable of responding to the challenges of the 21st century and improving students' achievements in science by using scientific shortcuts. With this scientific approach students are expected to have a scientific attitude, scientific thinking and scientific skills. Scientific Approach is used as a solution to improve teacher's method of teaching using a variety of models. The 2013 curriculum offers a variety of alternative learning models that teachers can use to improve the quality of learning. Not only increase the ability of cognitive, but also to improve affective and psychomotor ability of students, that is by applying learning model problem base learning, scientific learning and discovery learning. Various models of learning can be tailored to the material and the needs of students in understanding a field of science. Teachers as facilitators and mediators have a need to be able to implement these changes in order to achieve the expected goals. One area of science that students learn is physics. The purpose of physics lessons is not only to develop students' cognitive abilities in knowing natural events, but also a process for improving skills that can develop themselves. To develop the