Abstract
This study was motivated by classroom management practices at MTsN 2 Kota Payakumbuh that separate students by gender into homogeneous classes and mix male and female students into heterogeneous classes. This research aimed to compare the levels of motivation, creativity, and learning outcomes of eighth-grade students in homogeneous and heterogeneous classes during Akidah Akhlak instruction. A quantitative comparative design was employed, involving 49 students (18 from a homogeneous class and 31 from a heterogeneous class) selected through simple random sampling. Data were collected using validated motivation and creativity questionnaires (Cronbach's alpha = .828 and .802, respectively) and documented learning-outcome scores, then analyzed through percentage analysis and an independent samples t-test using SPSS 21. Results showed motivation levels of 59.11% (homogeneous) and 59.32% (heterogeneous), both in the fairly good category; creativity levels of 64.61% and 63.45% (good category); and learning outcomes of 74.77% and 75.54% (good category). Independent samples t-tests indicated no statistically significant differences in motivation (p = .840), creativity (p = .686), or learning outcomes (p = .835) between the two class types (p > .05), suggesting that gender-based class composition alone does not significantly shape students' motivation, creativity, or achievement in Islamic education.