The Role Of Digital Learning Media In Motivating Elementary School Students' Learning

Impact of Digital Learning on Students

The paper concludes that digital learning can significantly improve educational outcomes when used responsibly and supported by appropriate teaching tactics and infrastructure.

The Use of Interactive Learning Media to Enhance Interest in Science Learning in Elementary Schools

Science learning in elementary schools plays a crucial role in developing students' critical thinking, logical reasoning, and curiosity about natural phenomena. However, science is often perceived as a difficult and less engaging subject due to the limited use of diverse instructional methods. This article aims to analyze how the use of interactive learning media can enhance students' interest in learning science at the elementary school level. The study employed a qualitative literature review approach by examining relevant national journal articles on the use of interactive media in science instruction. The findings indicate that interactive learning media, such as animated videos, simulations, and educational games, effectively increase students' engagement, motivation, and active participation during the learning process. Furthermore, the use of interactive media has been shown to facilitate students' understanding of abstract scientific concepts and significantly improve their learning outcomes. In conclusion, interactive learning media play a vital role in enhancing elementary school students' interest in science learning and represent an innovative solution for science education in the digital era.

The role of digital learning technologies in enhancing interactive learning: evidence from education postgraduate students at a UAE university

This paper seeks to investigate the use of digital learning technologies in fostering interactive learning among education postgraduate students and in-service teachers at Ajman University, UAE. Using a descriptive-analytical approach, data were collected through a survey of 156 participants who were enrolled in the postgraduate diploma in education at Ajman University for the year 2025/2026. The findings suggest that participants reported high levels of digital learning technologies incorporation in learning and generally perceived them as having a positive effect on their learning experiences in the area of interactive learning. Most participants showed interest in reading and writing assignments on electronic devices and used interactive learning technologies, as well as audios and visuals. Participants also reported a perceived positive influence of digital learning technologies on interaction, motivation, and concentration and engagement in the process of learning. However, a number of challenges were identified, including technological, administrative, and instructional barriers that may affect the use of digital learning technologies negatively. The study contributes both theoretically and practically to the growing conversation around educational innovation, offering grounded recommendations for institutions seeking to integrate digital learning technologies more effectively into higher education learning environments.

Implementation of Digital-Based Learning Systems to Increase Student Learning Interest

The digital-based learning system is a modern approach that combines technology with the teaching and learning process to create a more flexible, interactive, and adaptive learning environment. Therefore, this research aims to analyze the supporting and inhibiting factors as well as the impact of implementing digital learning on students' interest in studying at SMK Al Masturiyah Langkaplancar. The type of research used in this thesis is qualitative research with a case study approach. The subjects of this research are the principal or vice principal of curriculum, teachers, and students. In data collection, this research utilizes observation, documentation, interviews, and literature study. The data analysis techniques used are data reduction, data presentation, and conclusion drawing. Research results show that digital-based learning at SMK Al Masturiyah Langkaplancar has the potential to enhance students' learning interest through technology integration strategies, innovative methods such as blended learning and flipped classroom, personalized learning, and technology-based evaluation. However, there are several obstacles such as limited infrastructure (lack of Wi-Fi network availability), insufficient teacher understanding of digital methods, and uneven student readiness in adapting to technology-based learning patterns. Analysis based on David Easton's Systems Theory shows that the success of digital learning implementation depends on the integration among input (curriculum and human resources), process (strategy and media), output (learning interest), and feedback (continuous evaluation). Meanwhile, Maslow's Hierarchy of Needs Theory highlights that student learning interest increases when basic needs such as safety, esteem, and self-actualization are met within the learning system. This research concludes that digital learning at SMK Al Masturiyah is not yet optimal, but has great potential if supported by increased human resource capacity, infrastructure improvement, and adaptive as well as humanistic learning approaches.

Exploring teachers' perspectives on digital media utilization for innovative science and social studies learning in elementary schools

This study explores teachers' perspectives on the use of digital media as an innovation in IPAS (Science and Social Studies) learning in elementary schools. The development of digital technology has accelerated the transformation of learning processes; however, its implementation at the elementary school level still faces various challenges, particularly in schools with limited infrastructure. Employing a descriptive qualitative approach, this study was conducted at SDN Nglanduk 01 through in-depth interviews with the principal and four teachers, complemented by classroom observation. Data were analyzed thematically through data reduction, data display, and conclusion drawing. The findings indicate that teachers hold predominantly positive perspectives toward digital media use, viewing it as an effective tool for enhancing student enthusiasm and motivation in IPAS learning. Teachers have utilized various digital tools, including PowerPoint presentations, instructional videos, Google Classroom, and EduCode. The primary challenges encountered include unstable internet connectivity and limited technological devices. In response, teachers demonstrated adaptive and innovative attitudes through participation in technical training and self-directed learning. These findings carry significant implications for policy development: systematic digital competency programs and equitable technology infrastructure are essential prerequisites for sustainable integration of digital media in elementary IPAS learning.

The Impact of Interactive Media on History Learning in Secondary Schools: A Systematic Literature Review