<![CDATA[Despite the growing adoption of AI-based learning media in elementary education, teachers' pedagogical creativity in optimizing these tools remains underexplored, particularly in Social Studies (IPS) within the Society 5.0 framework. Previous studies have focused on technology adoption and learning effectiveness at secondary and higher education levels, with limited attention to how teacher creativity bridges AI integration and student outcomes at the elementary level. This study addresses this gap by analyzing the effect of teachers' creativity in using AI-based learning media on elementary students' learning interest and learning outcomes. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, a quantitative ex-post facto design was employed at MI Muhammadiyah Baruamba, involving 68 students in grades IV to VI. Data were collected through a teacher creativity questionnaire, a learning interest questionnaire, and a learning achievement test. Simple and multiple linear regression analyses revealed that teacher creativity significantly affects learning interest (β = 0.634; R² = 0.402; p < 0.05) and learning outcomes (β = 0.608; R² = 0.370; p < 0.05). Simultaneously, teacher creativity accounts for 72.9% of the explained variance across both outcomes (R² = 0.729; p < 0.05). These findings indicate that teachers' pedagogical creativity in integrating AI-based media enhances students' emotional engagement and academic achievement, confirming TPACK as a useful theoretical lens for understanding technology-enhanced elementary learning. The study suggests that professional development programs should prioritize pedagogical creativity alongside technical AI competencies.]]>
