The purpose of this research is to investigate the level of creativity, interpersonal relationships and chemistry concept mastery. This course uses an APBL (authentic problem-based learning) approach focusing on generic entrepreneurial competencies of teacher education students. The research method used in this research is an experiment, using the one group pre-test and post-test design. The subjects of this research are 38 teacher students. The instrument employed to investigate creativity is a rubric consisting of seven indicators by using four grading scales with a maximum grade of 100. The average grade according to the rubric was 82, meaning that the products and concept maps made by the students were quite creative. The instrument employed to investigate interpersonal relationship improvement is a
rubric consisting of five indicators using three assessment scales. Based on a data process by using Wilcoxon, the value obtained for self-assessment and peer assessment is p = 0.000 at a significant level of 0.05, which means that there are significant differences between the interpersonal relationships before classes and after classes. The instrument used to investigate improvement of chemistry concept mastery is a written test comprised of 20 multiple-choice questions. Based on a data process by using Wilcoxon, the value obtained is p = 0.000 at a significant level of 0.05, which means that there is a significant difference between the pre-test grade and the post-test grade. Normalization gain for the mastery of this concept is 0.37, meaning that it is included in a moderate category.