<![CDATA[The growing use of generative artificial intelligence in schools creates new possibilities for creative learning, yet evidence from junior secondary language and arts classrooms remains limited. This qualitative descriptive study explored how junior high school students in two schools in West Java, Indonesia, used generative AI in language and arts learning. A preliminary questionnaire was completed by 78 students to map patterns of use, followed by purposive selection of 20 student informants; seven teachers and two principals provided additional perspectives. Data from questionnaires, semi-structured interviews, classroom observations, and documents were analyzed through iterative coding and thematic synthesis supported by NVivo 15. Students most commonly used ChatGPT, Canva AI, and Suno AI for poetry writing, poster design, and music production. Across data sources, generative AI was used primarily for idea generation, drafting, variation, and refinement, while students typically revised AI-generated outputs before submission. Participants also reported greater ease in initiating tasks and perceived improvements in efficiency and product quality. Challenges included unstable connectivity, device and access limitations, and uneven prompt-writing skills. Teachers mainly provided guidance and monitoring, with limited evidence of systematic pedagogical integration. Because creativity was not measured with standardized instruments, the findings should be interpreted as evidence of AI-assisted creative processes and participants' perceptions rather than direct improvement in creativity. The study highlights the need for prompt literacy, teacher professional development, and clear guidance for meaningful generative AI integration in junior secondary language and arts education.]]>
