Everyone Can Teach Creatively: Analyzing the Pedagogical Impact of the CoCreAL Model with Augmented Reality Integration

Background Pre-service teacher education in Indonesian Islamic primary schools faces challenges in developing collaborative competence, creative thinking, and digital literacy. This study designed, validated, and evaluated the CoCreAL (Collaborative, Creativity, Augmented Learning) model, an instructional framework integrating collaboration, creativity, and Augmented Reality. Methods This study used a research and development approach based on the Dick and Carey instructional design model. The participants were N = 30 purposively selected third-semester pre-service Madrasah Ibtidaiyah teachers at Universitas Pesantren Tinggi Darul Ulum, Jombang, Indonesia. Data were collected through diagnostic assessment, expert validation, practicality questionnaires, observation checklists, pre-test and post-test assessments, and student reflection journals. Descriptive statistics summarized the quantitative data, and the Content Validity Index (CVI) assessed content validity. Paired-sample t-tests assessed pre-test and post-test differences. Qualitative data were analyzed using thematic analysis. Results Baseline assessment showed that 76.7% of participants scored below the institutional competency threshold. Expert validation produced a reported CVI of 0.94. The practicality score was high (M = 4.55, SD = 0.37). Paired-sample t-tests showed significant improvement in collaboration and creative thinking, with composite scores increasing from M = 64.60 (SD = 6.63) to M = 83.80 (SD = 5.68), a gain of 29.7% (t = 13.04, df = 29, p < 0.001). Thematic analysis identified collaborative engagement, creativity development, digital confidence, reflective awareness, and implementation challenges. Conclusions Implementation of the CoCreAL model was associated with improved collaboration and creative thinking among pre-service Madrasah Ibtidaiyah teachers. The findings support the use of Augmented Reality as a pedagogical driver in teacher education, although future studies should use larger samples, control groups, and longer implementation periods.