Muhammad Alfan, Mochammad Rizal Ramadhan, Samudra Mutiara Hasanah, Tsania Khoirunnisa, Rahmat Faisal, Yuniawatika Yuniawatika, Heru Wahyu Herwanto, Dedi Prestiadi, Iqbal Setya Nurfirmansyah, Mohammad Rizky Noer Alif
The Preservice Teacher Education Program (Pendidikan Profesi Guru/PPG) in Indonesia is designed to enhance the professional and pedagogical competencies of prospective teachers in response to national education quality demands. Despite this objective, a substantial number of pre-service teachers continue to fail in the teacher selection process, indicating unresolved challenges within teacher preparation programs. Previous reports reveal that pedagogical skills consistently obtain the lowest mean scores compared to other competency components, highlighting a critical gap between program expectations and actual teaching readiness. Addressing the limited integration of creativity and pedagogy in preservice teacher education, this study aims to: (a) explore the perspectives of lecturers and preservice teacher students at universities in Indonesia, and (b) develop an empirically grounded Creativity Pedagogical Learning (CPL) model to strengthen preservice teachers’ pedagogical skills. This study employed a qualitative approach using a case study design, involving in-depth interviews with ten participants, consisting of five lecturers and five preservice teacher students. The interview data were analyzed thematically. The findings reveal that creativity and pedagogy are perceived as essential and interrelated competencies that should be systematically integrated into preservice teacher education. Based on these empirical insights and expert validation, a CPL syntax was formulated, comprising four stages: inspiration, ideation, creation, and reflection. As this study focused on conceptual development through stakeholder perspectives and expert validation, the CPL model has not yet been empirically examined through classroom-based implementation. Consequently, subsequent research should empirically implement and evaluate the CPL model in authentic teaching contexts to determine its effectiveness in preservice teacher education. © The Author(s) 2026.
Graduate School, Universitas Negeri Malang, Jalan Semarang 5, Malang, Indonesia; Arabic Education, Universitas Negeri Malang, Jalan Semarang 5, Malang, Indonesia; Chemistry Education, Universitas Negeri Malang, Jalan Semarang 5, Malang, Indonesia; Elementary and Preschool Education, Universitas Negeri Malang, Jalan Semarang 5, Malang, Indonesia; Electrical Engineering, Universitas Negeri Malang, Jalan Semarang 5, Malang, Indonesia; Administration Education, Universitas Negeri Malang, Jalan Semarang 5, Malang, Indonesia
