<![CDATA[This study aimed to describe teacher creativity in the learning process viewed from the learning interest and motivation of grade II A students at SD Islam Ta’allumul Huda Bumiayu. This research employed a qualitative approach with a case study design. The subjects were the grade II A classroom teacher and students. Data were collected through passive participant observation, semi-structured interviews, and documentation. Data trustworthiness was tested using technical triangulation, while data analysis applied the interactive model of Miles and Huberman which included data reduction, data display, and conclusion drawing. The results showed that teacher creativity in the learning process viewed from student learning interest was realized through four dimensions: methods, media, classroom management, and learning evaluation. Classroom management was the dimension of teacher creativity that emerged dominantly, while methods, media, and learning evaluation emerged partially. The dominance of teacher creativity in classroom management contributed significantly to the growth of student learning interest, with indicators of pleasure and interest emerging dominantly, attention emerging dominantly, and student involvement emerging partially. Teacher creativity also contributed to student learning motivation which emerged dominantly across all five motivation indicators. These findings confirm that teacher creativity does not depend on technological facilities, but on consistency in creating a conducive learning atmosphere, providing continuous reinforcement, and building humane interactions with students.]]>
