<![CDATA[Digital learning practices in elementary schools remain predominantly oriented toward cognitive content delivery, while students' social-emotional dimensions have not been systematically integrated. This quantitative study utilized a quasi-experimental pretest-posttest control group design to analyze the effect of an interactive digital learning model based on structured collaboration on improving students' Social Emotional Learning (SEL) competencies. The subjects comprised 60 fifth-grade students at SDN Cipinang Besar Utara 08, East Jakarta, divided equally into an experimental group (taught with the collaborative interactive digital model) and a control group (taught with conventional instruction). Data were gathered using a five-dimension SEL questionnaire, social interaction observation sheets, and interviews, then analyzed using t-tests and gain scores. The results revealed a mean SEL score gain of 20.4 points in the experimental group (from 58.2 to 78.6), compared to a 13.8-point gain in the control group (from 56.5 to 70.3). The highest improvements were observed in relationship skills and social awareness indicators. The main conclusion indicates that the interactive digital learning model based on structured collaboration effectively enhances elementary students' SEL competencies. This study underscores the importance of transforming digital technology into a meaningful space for social interaction and humanistic character building in primary education. ABSTRAK Praktik pembelajaran digital di sekolah dasar masih dominan berorientasi pada penyampaian materi kognitif, sementara dimensi sosial-emosional peserta didik belum terintegrasi secara sistematis. Penelitian kuantitatif eksperimen semu (quasi-experiment) dengan desain pretest-posttest control group ini bertujuan menganalisis pengaruh model pembelajaran digital interaktif berbasis kolaborasi terstruktur terhadap peningkatan kompetensi Social Emotional Learning (SEL) peserta didik. Subjek penelitian terdiri atas 60 peserta didik kelas V SDN Cipinang Besar Utara 08 Jakarta Timur yang dibagi secara seimbang menjadi kelompok eksperimen (pembelajaran digital interaktif kolaboratif) dan kelompok kontrol (pembelajaran konvensional). Data dikumpulkan melalui angket SEL lima dimensi, lembar observasi interaksi sosial, serta wawancara, kemudian dianalisis menggunakan uji-t dan gain score. Hasil penelitian menunjukkan peningkatan mean skor SEL kelompok eksperimen sebesar 20,4 poin (dari 58,2 menjadi 78,6), sedangkan kelompok kontrol meningkat 13,8 poin (dari 56,5 menjadi 70,3). Peningkatan tertinggi terjadi pada indikator relationship skills dan social awareness. Simpulan utama memperlihatkan bahwa model pembelajaran digital interaktif berbasis kolaborasi terstruktur efektif meningkatkan kompetensi SEL peserta didik. Penelitian ini menegaskan pentingnya mentransformasi teknologi digital menjadi ruang interaksi sosial yang bermakna dan berorientasi pada penguatan karakter humanis di sekolah dasar. ]]>
