Creative learning is about acquiring knowledge and developing skills using creative techniques.

Rather than specifying how information is absorbed, creative education guides learners through the
teaching process using creative methods. To some extent, it’s about breaking free of constraints. It is
about building knowledge and developing skills using creative techniques. Instead of specifying how
information is absorbed, creative learning guides learners through the teaching process using
creative methods. And he defies the obvious, the common, and the presumptive.

Ronald A. Beghetto (2021: 474) Creative learning pertains to the development of new
and meaningful contributions to one’s own and others’ learning and lives.

This conception of creative learning adheres to standard definitions of creativity

(Plucker, Beghetto, & Dow, 2004; Runco & Jaeger, 2012), which includes two basic criteria:
it must be original (new, different, or unique) as defined within a particular context or
situation, and it must be useful (meaningful, effectively meets task constraints, or adequately
solves the problem at hand).

Novita (2022:4) Creative learning is a learning process that requires teachers to be

able to motivate and bring out the creativity of students during the learning process, using
several varied methods and strategies such as group work, problem-solving and so on.

Creative learning requires teachers to be able to stimulate students to bring out their
creativity in the context of creative thinking and creative contexts of doing something.
Creativity in thinking is an imaginative but rational ability. Creative thinking always starts
with critical thinking, which is finding something that did not exist before or fixing
something that was not good before.

According to Novita (2022:4-5), there are several models of learning, in creative

learning, such as:

1. Cooperative. The creative learning model is a learning activity by means of groups

working together to help each other construct concepts and solve problems or inquiries.
The syntax of cooperative learning is information, strategy direction, heterogeneous
group formation, group work, presentations, group results and reporting.
2. Contextual. Contextual learning is learning that begins with an oral presentation or
question and answer (friendly, open, negotiated) related to the real world of student life,
so that the benefits of the material presented can lead the motivation to appear, and the
students' minds become concrete and a conducive, comfortable, and enjoyable
atmosphere.
3. Realistic (RME, Realistic Mathematical Education). The principles of RME are activity,
the significance of the application process, understanding, interaction (learning as a social
activity, sharing), and guidance from the teacher in the learning process.
4. Direct learning. This method is called the lecture or expository method (various lectures).
The syntax is preparing students, presenting information and procedures, guided practice,
reflection, independent practice and evaluation.
5. Problem-based learning. Life is synonymous with facing problems. This learning model
practices and develops the ability to solve problems that are oriented toward authentic
problems from students' actual lives, to stimulate higher-order thinking skills.
6. Problem-solving. Problem-solving is looking for or finding a solution or finding a pattern,
rule, or algorithm.
7. Problem posing. Problem posing is the elaboration of problem-solving by reformulating
the problem into simpler parts so that it is understood.
8. Open Problem. The open problem means learning that presents problems with solutions
in various ways and the solutions can also vary. This learning trains and fosters originality
of ideas, creativity, high cognitive, crisis, communication, interaction, sharing, openness,
and socialization.
9. Probing-prompting. The probing prompting technique is learning by means of the teacher
presenting a series of questions that are guided and explored so that a thinking process
occurs to link each student's knowledge and experience with the new knowledge being
studied.
10. Cyclic learning. This learning explores prerequisite knowledge which means introducing
new concepts and alternative solutions, and application which means using concepts in
different contexts.
11. Reciprocal learning. This study must pay attention to 4 things, such as how students learn,
remember, think and motivate themselves.
12. SAVI. SAVI learning emphasizes that learning must utilize all the senses that students
have.
13. TGT(Teams Games Tournament). The implementation of this model is by grouping
heterogeneous students. The task of each group can be the same or be different. After the
group finished, they will present the results to start the discussion. If the time allows,
TGT can be held in several meetings.
14. VAK (Visualization, auditory, Kinesthetic). This learning model considers to be more
effective by paying attention to these three things, in other words, utilizing the potential
students already have by training and developing them.
15. AIR (Auditory, Intellectually, Repetition). The learning model is similar to SAVI and
VAK, the difference is only in repetition, which means deepening, expanding, and
strengthening the way students are trained through giving assignments or quizzes.
16. AIR (Team Assisted Individually). It is individual assistance in groups with the
characteristic that the responsibility for learning is on the students. Therefore students
have to build knowledge--- not accept the finished version from the teacher.
17. STAD (Student team achievement division). STAD is a cooperative learning model with a
syntax for directing, creating heterogeneous groups (4-5 people), discussing learning
materials – worksheets – modules collaboratively, studying presentations, and groups,
making class discussions, quizzes, improving scores for each student or group and
announcing individual and record records and give rewards.
18. NHT (Numbered Head Together). NHT is a type of cooperative learning with a directive
syntax, heterogeneous groups and each student has a certain number. The problem of
teaching materials for each group is the same but not for each student. Only students who
get the same number do the same questions.
19. Jigsaw. This learning model includes cooperative learning with syntax by creating an
expert group for discussion. The students from the expert group then come back to the
initial group and share the conclusion and the result of the evaluation of the discussion in
the expert group with the initial group's members.
20. TPS (Think Paris Share). This learning model is classified as cooperative learning with
the syntax of the teacher presenting classical material, dividing the students, and
presenting as groups, individual quizzes, making progress scores for each student,
announcing writing results and giving rewards.
21. GI (Group Investigation). GI cooperative model is with directive syntax by creating
heterogeneous groups with task orientation, and various kinds of investigations. Each
group investigates a particular project (can be outside the classroom, for example:
measuring tree heights, recording the number and type of vehicles in the school, types of
merchandise, and profits in the school canteen).
22. MEA (Means-End Analysis). This learning model is a variation of learning with
theoretical-based problem solving, elaborating into simpler sub-problems, identifying
 differences in arranging sub-problems so that connectivity occurs, and choosing a
solution strategy.
23. CPS (creative problem solving) is a variation of learning with problem-solving through
systematic techniques in organizing creative ideas to solve a problem.

There are the Characteristics of Creative Learning according to Novita (2022:6).

To organize creative learning in an educational institution, the condition is that there

are educators and creative school leaders. Some education experts provide various definitions
of creative teachers, but in general, there are several criteria that indicate these characteristics
such as follows:

1. A teacher ideally always gets new ideas that bring benefits to students in their teaching
activities. This is why teachers need to take the time to broaden their horizons in order to
have many innovative references for teaching and learning activities.
2. Flexibility Instead of creating a rigid classroom atmosphere, creative teachers are more
flexible. However, they still have principles without forgetting that each student has
different characters and competencies.
3. The teacher must be a social butterfly. The ability in socializing makes it easier for
teachers to understand students. They can act like friends but remain professional in
carrying out their duties as teachers.
4. The personality of a creative teacher is usually pleasant, has a good sense of humour, and
is able to create a delightful class atmosphere.
5. A creative teacher will not stop to improve and find the appropriate learning method. The
person concerned will try to improve their quality of himself by conducting various trials.
This is, for example, applying new teaching methods as a result of the training to increase
teacher competence.
6. A creative teacher always prepares anything and never procrastinate on a task. In
addition, creative teachers can also solve various problems related to their daily activities.