<![CDATA[Learning creativity is an essential aspect of Islamic Religious Education (PAI) learning, reflecting students' ability to generate new ideas, engage in active thinking, and develop contextual understanding of Islamic values. However, teacher-centered PAI instruction has left students' learning creativity underdeveloped, leaving students passive and lacking confidence. This study aims to examine the effect of teaching methods, learning motivation, and learning autonomy on the learning creativity of PAI students at MTs Al-Muttaqin, both partially and simultaneously. A quantitative correlational study with an ex post facto design was employed. The sample consisted of 70 female students from class X.5, selected through purposive sampling. Data were collected using four Likert scales: teaching methods (α=0.702), learning motivation (α=0.830), learning autonomy (α=0.855), and learning creativity (α=0.733), all of which were valid (item-total r > 0.239; p<0.05), and were analyzed using Pearson Product Moment correlation and multiple regression. The results show that teaching methods (r=0.421), learning motivation (r=0.329), and learning autonomy (r=0.631) are positively and significantly related to learning creativity (p<0.05). Simultaneously, the three variables significantly affect learning creativity, contributing 47.3% (R²=0.473; F=19.762; p<0.05), with teaching methods as the strongest predictor. The study concludes that enhancing PAI learning creativity requires integrated strengthening of innovative teaching methods, learning motivation, and student learning autonomy, and offers a basis for designing more effective PAI learning strategies.]]>
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