<![CDATA[This study examines how Islamic Cultural History teachers apply creativity when implementing varied learning models under the Merdeka Curriculum at State Islamic Senior High School 3 East Aceh. It has three objectives: to describe this creativity, to analyze its impact on learning, and to identify the factors that support or inhibit it. The study used a qualitative case study design. Key informants were the principal, Islamic cultural history teachers, and students. Data came from interviews, observations, and documentation. The findings show three results. First, teachers demonstrated creativity by using diverse learning models and by integrating and adapting cooperative learning, project-based learning, and discovery learning. They applied these models systematically and fitted them to the classroom context, which made learning more effective, dynamic, and student-centered. Second, this creativity increased student participation and engagement. Students built their understanding gradually and meaningfully. They memorized historical facts, linked historical events to present-day realities, and interpreted the values embedded in them. Third, adequate facilities and infrastructure strengthened teachers' capacity to innovate. Limited access to continuous, relevant professional training constrained their professional development. These results suggest that schools can sustain teacher creativity by pairing adequate resources with regular, subject-specific training.]]>
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