From Instruction to Innovation: Teachers’ Creativity through Critical Animated Grammar Media in a Project-Based Learning Context

In recent years, creativity has become a key aspect of teachers' professional development (TPD), particularly in the context of developing learning materials through the use of technology. This study aims to explore teachers' creativity in developing grammar learning media using technology within project-based learning activities as a reflection of their professional growth. A quantitative approach with a survey design was employed for this research. The research instrument consisted of a 20-item questionnaire covering flexibility, originality, curiosity, and perceived professional development. The questionnaire used a Likert-type response scale. The study involved 50 students from the Postgraduate English Education Program at Jakarta Open University. The findings revealed that the majority of the participants had positive responses regarding the role of creativity in developing animated, critical grammar learning media using digital platforms. Respondents emphasized that the project-based learning approach provided a platform for creativity, enabling them to create innovative grammar learning materials. Participants perceived the development of animated grammar learning materials as beneficial to their creativity and professional development as prospective teachers. However, the study did not directly measure teaching effectiveness or student learning outcomes. The study recommends that teachers integrate creativity into their professional development by utilizing technology to design diverse learning materials.