<![CDATA[Learning burnout/plateau is a psychological phenomenon frequently experienced by Islamic Junior High School (MTs) students due to monotonous learning routines, excessive assignment loads, and unsupportive learning environments. This study aims to analyze the form of teacher creativity, supporting and inhibiting factors, and the results of implementing teacher creativity in dealing with student learning burnout at MTs Al Idrus Kalanganyar. This study used a qualitative approach with a case study design. Data were obtained through observation, in-depth interviews with 8 informants (Headmaster, subject teachers, and students), and documentation. Data analysis techniques included data reduction, data display, and drawing conclusions with source/method triangulation for data validity. The results indicated that: (1) Forms of teacher creativity included the application of Game-Based Learning (GBL) such as word guessing games and interactive quizzes, methodological variations (group discussions, icebreaking, outdoor learning), and interactive creativity; (2) Supporting factors in mitigating burnout included method variations and a pleasant atmosphere, while inhibiting factors/triggers included monotonous teaching methods, rigid learning spaces, physical-psychological fatigue, and task overload; (3) Implementation of teacher creativity effectively increased motivation, active participation, and reduced student boredom and sleepiness in class.]]>
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