The Effectiveness of Interactive Digital Modules in Enhancing Elementary Students’ Learning Motivation in the Merdeka Curriculum
Keywords:
Interactive digital modules, learning motivation, Elementary school, Merdeka Curriculum, Digital learning mediaAbstract
Background: The rapid development of digital technology in education has encouraged the integration of interactive digital learning media in elementary schools, particularly within the implementation of the Merdeka Curriculum. Interactive digital modules are considered capable of creating more engaging and student-centered learning environments, which may influence students’ learning motivation.
Objective: This study aims to analyze the effectiveness of interactive digital modules in enhancing elementary students’ learning motivation.
Methods: This research employs a qualitative design using a literature review approach. Data were collected from peer-reviewed journals, books, and academic reports related to interactive digital modules, learning motivation, and elementary education. The selected literature was analyzed using thematic analysis to identify key patterns, relationships, and research findings.
Results: The findings reveal that interactive digital modules significantly enhance students’ learning motivation. The integration of multimedia elements such as text, images, videos, animations, and interactive quizzes creates engaging learning experiences. Features such as immediate feedback and self-paced learning strengthen intrinsic motivation and support differentiated instruction. In addition, interactive modules promote active participation, improve students’ focus, and foster higher-order thinking skills (HOTS). However, their effectiveness is influenced by factors such as instructional design quality, teachers’ digital competence, and the availability of technological infrastructure.
Conclusion: Interactive digital modules function not only as technological tools but also as effective pedagogical strategies to enhance students’ motivation and engagement in elementary education. Sustainable implementation requires strong institutional support and continuous professional development for teachers.
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References
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