This research aims to know the difference of influlence in learning models, creativity, and its interaction toward studentâs learning achievement on the subject matter: equations of a straight line. This research is a quasi experimental research with factorial design of 3x3. The population is eight grade students of Junior high School in Madiun. The samples are taken using stratified cluster random technic. Sample of the research is 283 students. The collecting data instruments is a questionnaire on creativity and learning mathematics achievement test. The trial test of instrument of the questionnaire includes the content validity, the internal consistency, and realibility. The trial test on the achievement of learning on mathematics includes the content validity, the difficulty level, the discrimination power, and realibility coefficient. The Data analysis technique used consists of: balance, precondition analysis (Normality and Homogenity). Hypothesis analysis test uses two-ways variant analysis with different cells.The results of the research are: (1) The students who are learning with cooperative model of STAD have better achievement than the students who are given conventional learning, and the students who are given cooperative model of STAD have the same achievement with the students who are given cooperative model of TPS; (2) The students with high creativity have better achievement than the students who have lower creativity (middle and low), the students with middle creativity Â have the same achievement with the students who have low creativity, (3) On students with high creativity, implementation learning modelsÂ of STAD, TPS, and conventional give the same effect; On students with middle creativity, implementation of cooperative learning with STAD model gives the same effect as good as the TPS model, implementation of cooperative learning with STAD models provides a better effect than conventional learning, and implementation of cooperative learning with TPS model gives a better effect than conventional learning; On students with low creativity, implementation of cooperative learning with STAD and TPS models give the same effect, implementation of cooperative learning with STAD model and conventional learning also provide the same effect, and implementation of cooperative learning with TPS model gives a better effect than conventional learning.Â Key words: Â Â Learning Models, Student Teams Achievement Divisions, Think-Pair-Share, Conventional, Creativity.