Creative thinking is one of the important competencies that every student must possess in order to adapt and innovate in this increasingly advanced life. This research aims to explore the effectiveness of implementing project-based learning with regional potential-based tasks on students' creative thinking. Creative thinking, referring to the framework developed by Elis Paul Torrance, includes fluency, flexibility, originality, and elaboration. The research adopts a posttest-only design with nonequivalent groups. The findings reveal that students' creative thinking is significantly enhanced when they are assigned project tasks that aim to develop the potential of their local regions or hometowns. Students are motivated to exercise their imagination in generating new ideas and alternative solutions with limited resources to improve their local communities. This is attributed to the students' deep concern for the progress and development of their regions or hometowns. © 2024 Author(s).
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