This research aims to investigate the effectiveness of brainstorming as a strategy in improving the academic achievement of first-year middle school students in chemistry, focusing on its role in enhancing their understanding of scientific concepts and developing their scientific and creative thinking skills. The research employed an experimental design with two groups: an experimental group and a control group. A pre-test and a post-test were administered to measure the impact of the experimental treatment. The study sample consisted of 60 students, equally divided between the two groups. The experimental group was taught using the brainstorming strategy, while the control group received instruction using the traditional method. The results showed a statistically significant difference between the mean scores of the two groups on the post-test, favoring the experimental group. This indicates the effectiveness of brainstorming in improving academic achievement and understanding of chemical concepts. The strategy also contributed to enhancing students' active participation, increasing their motivation to learn, and developing their creative and analytical thinking skills. Based on these results, the researcher recommends training teachers in the use of the brainstorming strategy, incorporating brainstorming-based educational activities into the curriculum, and fostering an interactive classroom environment that stimulates thinking and creativity.