Abstract
This study examines the role of learning motivation and creativity development in community education through a Project-Based Learning (PjBL) approach at PKBM Ar Ruhama Pekanbaru, known as Arruhama Maker School. The study emerges from the need to understand how nonformal learning environments can awaken learners' internal drive while authentically developing their creative capacities. Employing a qualitative approach with participatory observation, in-depth interviews, and portfolio analysis, the study finds that the institution's project-based learning model successfully nurtures three dimensions of motivation simultaneously: autonomy in project design, mastery of cross-disciplinary skills, and the social meaning derived from creative output. Learner creativity develops not from instructor directives, but from the freedom to identify personal interests through aptitude testing, set project goals, and reflect on failure as an integral part of the learning process. Findings indicate that intrinsic motivation cultivated within an egalitarian and trust-based learning ecosystem enables learners from limited socioeconomic backgrounds to produce tangible, economically valued works. This research affirms that community education that positions learners as active subjects not only enhances learning engagement, but also drives sustainable social mobility.