This study focuses on investigating the effects of students’ activity-based on learning approaching management through the popular instruction; STEM Education Instructional Model on the Second Newton’s Law (spring and conservative law) issue for fostering students’ creative thinking abilities of their learning achievements to their students’ perceptions of their physics laboratory classroom environments. Administrations, which the sample size consisted of 48 upper secondary educational students at the 10th grade level from Mahasarakham University Demonstration School with cluster random sampling technique was selected. The purposes of this research study were to analyze of the processing performances and the performance results (E1/E2) efficiency at the determining criteria as 75/75. Students’ learning achievements with the pre-test and post-test design were assessed. Students’ learning achievements of their post-test assessment and their creative thinking abilities of their perceptions to their physics laboratory class towards physics were associated. Using the STEM Education instructional innovation’s lesson plans were managed the instructional activities, the Pre-Test and Post-Test Assessments were designed, students’ creative thinking abilities were fostered with the 24-item Guilford Creative Thinking Questionnaire (GCTQ), and students’ perceptions of their classroom learning environment obtained of the 35-item Physics Laboratory Environment Inventory (PLEI) was determined. Statistically significant were analyzed with the Simple and Multiple Correlations, Standardized Regression Weight Validity (β), and Coefficient Predictive Value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.23/75.38, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly. Associations between students’ learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students’ creative thinking abilities was attributable to their perceptions for the CTAT. Students’ learning outcomes of their post-test assessment, the R2 value indicated that 35% of the variances in students’ perceptions to their physics laboratory classes for the PLEI. Students’ perceptions of their PLEI classes, the R2 value indicated that 57% of the variances in students’ responses to their creative thinking abilities were attributable to their affecting the activity-based on learning approaching management through the STEM education instructional method for fostering their creative thinking abilities to their learning achievements and their perceptions in physics laboratory classes of upper secondary students at the 10th grade level are provided.