<![CDATA[Learning mastery in Arabic among third-grade students at Al-Manshurah Tahfidz Islamic Boarding School in Pekanbaru has only reached 69.7%, which remains below the 85% classical mastery standard, indicating the need to improve learning effectiveness. This condition highlights the importance of identifying more effective learning methods to improve students’ Arabic learning outcomes. This study aims to analyze and compare the Arabic learning outcomes of third-grade students taught using conventional and creative methods. A quantitative approach with a one-group repeated measures design was employed, involving 33 students selected through total sampling. The data were analyzed using descriptive statistics, the Shapiro-Wilk test, Paired Samples t-Test, and Cohen’s d. The results showed a gradual increase in the mean scores from 73.52 (pretest) to 84.42 (conventional posttest) and 92.12 (creative posttest), with a significant difference, t(32) = -10.005, p < 0.001, and a large effect size (d = 1.74). The creative learning method was found to be more effective than the conventional method, consistent with the perspectives of constructivism and Self-Determination Theory, which emphasize active student engagement and intrinsic motivation. These findings address the research gap by providing direct comparative evidence while contributing theoretically and practically to the development of more innovative and effective Arabic language learning strategies. ABSTRAK Ketuntasan belajar Bahasa Arab siswa kelas III Pondok Pesantren Tahfidz Al-Manshurah Pekanbaru baru mencapai 69,7%, masih di bawah standar ketuntasan klasikal 85%, sehingga diperlukan upaya untuk meningkatkan efektivitas pembelajaran. Kondisi tersebut menunjukkan pentingnya mengidentifikasi metode pembelajaran yang lebih efektif untuk meningkatkan hasil belajar Bahasa Arab siswa. Penelitian ini bertujuan menganalisis dan membandingkan hasil belajar bahasa Arab siswa kelas III yang diajar dengan metode konvensional dan kreatif. Pendekatan kuantitatif dengan desain one-group repeated measures digunakan, melibatkan 33 siswa melalui teknik total sampling, dan data dianalisis menggunakan statistik deskriptif, uji Shapiro-Wilk, Paired Samples t-Test, dan Cohen's d. Hasil penelitian menunjukkan rata-rata skor meningkat secara bertahap dari 73,52 (pretest) menjadi 84,42 (posttest konvensional) dan 92,12 (posttest kreatif), dengan perbedaan signifikan, t(32) = -10,005, p < 0,001, dan effect size besar (d = 1,74). Metode pembelajaran kreatif terbukti lebih efektif dibandingkan metode konvensional, sejalan dengan perspektif konstruktivisme dan Self-Determination Theory yang menekankan keterlibatan aktif dan motivasi intrinsik siswa. Temuan ini mengisi kesenjangan penelitian melalui bukti komparatif langsung, sekaligus memberikan kontribusi teoretis dan praktis bagi pengembangan strategi pembelajaran bahasa Arab yang lebih inovatif dan efektif.]]>
