The focus of this research was to determine whether there were variations in the mathematics creative thinking abilities of students in class XI MIPA based on their level of self-regulated learning. A quantitative technique used in this research. This is an ex post facto research. This research included 159 students from MIPA class XI who completed a self-regulated learning questionnaire. The sample in this study was collected using the stratified random sampling approach, which was chosen based on high, moderate, and low levels of self-regulated learning. The sample for each level of self-regulated learning was determined using the sample-to-variable-ratio guidelines, which yielded up to 29 samples with a total of 87 students for each level. Data collection methods include self-regulated learning questionnaire and assessments of creative thinking abilities. The data analysis technique started with precondition tests, such as the normality test with the Kolmogorov-smirnov test and homogeneity test with the Barlett test, and then moved on to hypothesis testing with one-way ANOVA at a significance level of 5%, continued with post-ANOVA testing with the Scheffe test. Students with high self-regulated learning had higher creative thinking skills than students with moderate and low self-regulated learning, whereas students with moderate self-regulated learning had higher mathematical creative thinking skills than students with low self-regulated learning, according to the findings.