Abstract

This study examines the influence of the independent learning curriculum, local culture, social attitudes, and motivation on students' creativity in learning at public senior high schools in Bima Regency. The research employed a quantitative, ex post facto design involving 258 senior high school students. Using the Krejcie and Morgan formula, the minimum sample size was 181 respondents. Data were collected through questionnaires distributed to the participants, and descriptive and inferential statistical analyses were conducted using structural equation modeling (SEM) based on variance with Smart Partial Least Squares (SmartPLS) software. The results indicate that: (1) Descriptively, all variables are categorized as relatively excellent or high. (2) The theoretical model of the relationships between the variables influencing creativity in learning was empirically validated, with exogenous variables demonstrating high predictive relevance toward creativity (Q-square value = 0.918, p < 0.00). This suggests that the structural model has a very high predictive accuracy. Consequently, fostering creativity through improvements in the implementation of the Independent Learning Curriculum, local culture, social attitudes, and motivation is recommended. (3) Implementing the Independent Learning Curriculum, local culture, social attitudes, and motivation has a significant positive effect on creativity, with the Independent Learning Curriculum and local culture contributing the most to this impact. (4) Motivation acts as a mediator, further enhancing the effects of the Independent Learning Curriculum, local culture, and social attitudes on creativity. The findings underscore the importance of tailored educational strategies that align with cultural and social contexts to inspire creativity in students. Additionally, integrating motivational approaches into curriculum design ensures long-term engagement and sustained creative growth among learners.

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