The goal of managing creativity in education is to influence students' inventiveness while fostering an environment that always motivates them to learn effectively and with enthusiasm. Less engaging and boring learning environments make it difficult for pupils to absorb the teachings since they make them feel bored while the content is being presented. Students may consequently get indifferent, which has an impact on how well they manage their creativity and their learning objectives. Learning creativity management is the result of evaluating students' knowledge, attitudes, and abilities as well as behavioral changes after they have participated in the learning process. "What students have achieved after engaging in learning activities" is the term used to describe the planned management of learning creativity. A vital component of human growth, especially in educational settings, is creativity. A solution-oriented attitude, which includes the ability to recognize current issues and formulate plans for finding solutions, will be shaped and produced by well-developed creativity. By using correlational data analysis techniques and distributing questionnaire surveys, the quantitative research approach was implemented. The purpose of this quantitative study is to examine how Islamic Religious Education learning outcomes at SMA Sapta Kharisma Jakarta are impacted by students' learning creativity management. 52 respondents' numerical data was gathered in order to achieve this goal. Using a Likert scale, the surveys were disseminated in a closed manner. After that, an instrument validity test was performed on the questionnaire data to ascertain its validity. Regression analysis and hypothesis testing were the last steps, followed by a test to see if the data were regularly distributed. The author makes inferences from the study on how students' learning creative management affects Islamic Religious Education learning outcomes at SMA Sapta Kharisma Jakarta based on the findings of data analysis and discussion. 24 students (46.15% of 52 students) were classified as having learning outcomes with an average score ranging from 137 to 141 based on the computation of the Islamic Religious Education learning outcome variables. Meanwhile, 20 students (38.46% of 52 students) were classified as having creativity based on the variable of students' learning creativity, with an average score that ranged from 137 to 140. With a significance level of 0.00 < 0.05, the computed F-value was 1.575, suggesting that the regression model of learning outcomes for Islamic Religious Education had an impact on the variable of students' learning creativity. Additionally, the coefficient of determination (R Square) was 0.969 based on the model in Table 4.16, which had an R-value of 0.984. This suggests that the dependent variable, students' learning creativity, was 96.875% impacted by the independent variable, Islamic Religious Education learning outcomes.
M.Dzunurain Al Ghiffari Rohimah (Thu,) studied this question.