<![CDATA[This study analyzes the implementation of e-learning-based economics learning, changes in students’ learning motivation after the use of e-learning, and the role of digital learning in supporting students’ motivation at SMA Negeri 1 Hiliduho. The study employed a descriptive qualitative approach. Informants were selected purposively and consisted of the principal, vice principal for curriculum, economics teacher, school operator, and seven Grade X-3 students representing different levels of learning engagement. Data were collected through semi-structured interviews, non-participant observation, and documentation. Data analysis involved reduction, display, conclusion drawing, as well as open coding, axial coding, and selective coding. Trustworthiness was strengthened through source triangulation, technique triangulation, and member checking. The findings show that economics learning has utilized Google Classroom and WhatsApp Group for material delivery, assignments, discussion, communication, and assessment. E-learning was associated with positive changes in students’ learning motivation, reflected in stronger interest, participation, independence, discipline, responsibility, and enthusiasm. E-learning also provided more flexible learning opportunities because students could revisit materials and access additional digital resources independently. However, these benefits were not fully equal because unstable internet connectivity and limited access to learning devices remained barriers. The findings indicate that the success of e-learning depends not only on digital platforms, but also on teacher readiness, school support, infrastructure, and active student participation. ABSTRAK Penelitian ini menganalisis pelaksanaan pembelajaran ekonomi berbasis teknologi e-learning, perubahan motivasi belajar siswa setelah pemanfaatan e-learning, dan peran teknologi tersebut dalam mendukung motivasi belajar di SMA Negeri 1 Hiliduho. Penelitian menggunakan pendekatan kualitatif deskriptif. Informan dipilih secara purposif dan terdiri atas kepala sekolah, wakil kepala sekolah bidang kurikulum, guru ekonomi, operator sekolah, serta tujuh siswa kelas X-3 dengan karakteristik keterlibatan belajar yang beragam. Data dikumpulkan melalui wawancara semi-terstruktur, observasi nonpartisipan, dan dokumentasi. Analisis dilakukan melalui reduksi data, penyajian data, penarikan kesimpulan, serta proses open coding, axial coding, dan selective coding. Keabsahan data diperkuat melalui triangulasi sumber, triangulasi teknik, dan member check. Hasil penelitian menunjukkan bahwa pembelajaran ekonomi telah memanfaatkan Google Classroom dan WhatsApp Group untuk penyampaian materi, pemberian tugas, diskusi, komunikasi, dan evaluasi. Penggunaan e-learning berkaitan dengan perubahan positif pada motivasi belajar yang tampak melalui meningkatnya minat, keaktifan, kemandirian, kedisiplinan, tanggung jawab, dan antusiasme siswa. E-learning juga memberi ruang belajar yang lebih fleksibel karena materi dapat diakses kembali dan sumber belajar digital dapat digunakan secara mandiri. Namun, manfaat tersebut belum sepenuhnya merata karena kualitas jaringan internet dan keterbatasan perangkat masih menjadi kendala. Temuan ini menunjukkan bahwa keberhasilan e-learning tidak hanya bergantung pada platform digital, tetapi juga pada kesiapan guru, dukungan sekolah, infrastruktur, dan partisipasi siswa.]]>
