Interactive Digital Learning Media and Student Motivation: Evidence from Indonesian Junior High Schools

Abstract

This study examines the influence of interactive digital learning media on students’ learning motivation in Indonesian junior high schools. Responding to the increasing integration of platforms such as Google Classroom, Zoom, Quizizz, Kahoot!, and YouTube in post-pandemic classrooms, this research applies a quantitative correlational design involving 124 eighth-grade students selected through stratified random sampling. Data were collected using a validated Likert-scale questionnaire (Cronbach’s α > 0.70). Descriptive results indicate high student engagement with digital learning tools, particularly interactive and audiovisual media. Simple linear regression analysis shows that digital learning media significantly and positively affect learning motivation (β = 0.593, p < .05), explaining 35.1% of its variance (R² = 0.351). Qualitative responses corroborate these findings, emphasizing increased enthusiasm, confidence, and self-directed learning, although some students reported distractions and digital fatigue. The study provides empirical support for the role of well-designed digital media in enhancing motivation and offers practical implications for educators, schools, and technology developers in creating effective interactive learning environments.