Most of students shows low motivation, creative thinking ability in classroom that caused decrease of learning outcomes. Those problems partially caused by the learning schedule – which is on the weekend and the conventional learning methods that had been used by the lecturers. Lecturer did an improvement action by using creative-productive learning model to solve those problems. This study aims to: (1) describe the implementation of creativeproductive learning model to improve students’ creative thinking ability, motivation, and learning outcomes; (2) analyze the development of students’ creative thinking ability; (3) analyze the development of students’ motivation; (4) analyze the development of students’ learning outcomes; (5) identifies the obstacles during implementation process and how to handle them. This is a Classroom Action Research (CAR) carries out in three cycles. The research subjects were 18 students’ of Early Childhood Education at STKIP Panca Sakti. Data were collected by observation, field notes, and test performances. All data were analyzed descriptively and qualitatively. The results showed: (1) learning process goes in accordance with the implementation steps of the creativeproductive learning model; (2) there is 24,5 % increase in student’s creative thinking ability from 1st to 2nd Cycle, and no changes between 2nd and 3rd Cycle; (3) there is 10% increase in student’s motivation from 1st to 2nd Cycle, and 0,2% decrease from 2nd to 3rd Cycle; (4) there is 54,5% increase in student’s learning outcomes from 1st to 2nd Cycle, and 3% increase from 2nd to 3rd Cycle; (5) Lecturer overcomes the obstacles of the time management and limited number of observers by preparing in advance of time and help observer filling in observation instruments. / Sebagian besar mahasiswa menunjukkan motivasi, partisipasi, dan kemampuan berpikir kreatif yang rendah selama proses pembelajaran. Hal tersebut disebabkan oleh waktu perkuliahan di akhir pekan dan ditambah dengan metode pembelajaran yang digunakan oleh dosen masih konvensional. Dosen melakukan tindakan perbaikan dengan menggunakan model pembelajaran kreatifproduktif untuk mengatasi masalah yang terjadi. Penelitian ini bertujuan untuk: (1) mendeskripsikan penerapan model pembelajaran kreatif-produktif yang dapat meningkatkan kemampuan berpikir kreatif, motivasi, dan hasil belajar mahasiswa; (2) menganalisis perkembangan kemampuan berpikir kreatif mahasiswa; (3) menganalisis perkembangan motivasi mahasiswa; (4) menganalisis perkembangan hasil belajar mahasiswa; (5) mengidentifikasi hambatan selama proses penerapan dan bagaimana cara mengatasinya. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) selama tiga siklus, dengan subyek penelitian adalah 18 mahasiswa semester II Jurusan Pendidikan Anak Usia Dini di STKIP Panca Sakti. Pengumpulan data melalui observasi, catatan lapangan, dan tes unjuk kerja serta dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan: (1) proses pembelajaran berjalan sesuai dengan langkah-langkah penerapan model pembelajaran kreatif-produktif; (2) peningkatan kemampuan berpikir kreatif sebesar 24,5% dari Siklus I ke II, Siklus II ke III stabil; (3) peningkatan motivasi sebesar 10% dari Siklus I ke II, Siklus II ke III menurun 0,2%; (4) peningkatan hasil belajar sebesar 54,5% dari Siklus I ke II, Siklus II ke III meningkat 3%; (5) hambatan yang dialami seperti pengelolaan waktu dan keterbatasan jumlah tim observer diatasi dengan merencanakan jauh dari waktu pelaksanaan dan membantu dosen dalam pengisian instrumen observasi.