<![CDATA[The Merdeka Curriculum (MC) can be seen in the implementation of the curriculum in Indonesia, where flexibility is emphasized and students are placed at the centre of their own learning process, especially in Arabic Language Learning (ALL) at the junior high schools. There are more discussions about how important creativity is in language education, and different types of academic writing stress this point; however, there is still not enough research on how to create a classroom environment that supports creativity within this curriculum. This study aims to examine strategies for analysing the design and implementation of the Creativity Learning Environments (CLE’s) and to identify various forms of pedagogical creativity applied by teachers in ALL. This study employed an explanatory qualitative case study design grounded in an interpretive paradigm, featuring one Arabic language teacher and 50 students from grades VII and VIII at MTs Ar-Rois Cendekia Semarang, selected through purposive sampling. Data collection involved classroom observations, semi-structured interviews, and document analysis, followed by thematic analysis. Findings indicate that CLE’s are formed through careful lesson planning, adaptive teaching, and flexible MC structures. The results indicate that the CLEs were established through meticulous lesson planning, adaptive teaching, and a flexible structure of MC. The teacher’s creative teaching style showed up in many ways, such as interactive digital games, multimodal and kinesthetic activities, role playing, group work, and the integration of Pancasila Student Profile (P5) projects. All of these things work together to make students feel safe, more involved, reduce anxiety, and encourage them to use correct Arabic. This study views creativity as a pedagogical requirement that must be fulfilled, not merely a learning outcome, and provides practical insights for educators amid curricular reform.]]>
