| Summary: | Museum-based learning is considered as one of the creative pedagogy strategies that may have an impact on insight and inspiration input as a driving force for the emergence of new ideas and enrichment of the diversity of solutions that students can come up with when solving a problem. However, its implementation in Malaysia and Indonesia is still low in number and quality. Constraints that hinder the implementation of the concept of museum-based learning are still needed to be studied in order to find out the root of the problem and find ways to improve educational institutions, museum organisers, and educational policymakers. By doing a two-phase approach that employed both quantitative and qualitative methods to compare data from the two countries, this study examines the expectations of teachers in Indonesia and Malaysia about museum-based learning for creativity and the problems that they face in its implementation. From the data analysis, it is found that narratives and both external and internal dialogues have central roles in museum-based learning for creativity. These embodiment dialogues will ignite students’ and teachers’ imaginations and inspirations and will eventually produce new ideas. However, teachers in Malaysia and Indonesia still have to face several issues, which include some important considerations about the need to develop museum creative programmes that are interactive and experiential; integrate arts and technologies; creatively arrange the learning strategies that match the contents of both museum and schools’ curriculum targets; propose curriculum review that values learning beyond the classroom; provide enough and appropriate supporting infrastructures; empower teachers with the time management and partnership with other parties including museum educators. © 2023 Silpakorn University. All Rights Reserved.
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