<![CDATA[ABSTRACT Informatics learning at SMP Negeri 1 Mare still tends to rely on conventional teaching methods, resulting in learning experiences that are less interactive and participatory. This study aimed to describe the learning experiences of eighth-grade students (Class VIII.B) before and after the use of Padlet and to understand changes in the forms and meanings of students’ learning interest following its implementation as a collaborative learning medium. This study employed a qualitative approach with a descriptive phenomenological design. Data were collected through observations, interviews, and documentation involving Class VIII.B students and an Informatics teacher as data sources. The findings showed that before the use of Padlet, students tended to be passive, less interested, and had limited interaction during learning activities. Following the implementation of Padlet, students’ learning experiences became more interactive, participatory, and collaborative through activities such as writing, uploading answers, providing feedback, and responding to their peers’ ideas. Observation results indicated an overall learning interest score of 83.0%, categorized as very high, reflected in attention and learning engagement, interest and enthusiasm, persistence and initiative, and collaborative involvement. These findings indicate that Padlet has the potential to support students’ learning interest by fostering more active, interactive, and meaningful Informatics learning experiences. ABSTRAK Pembelajaran Informatika di SMP Negeri 1 Mare masih cenderung menggunakan metode konvensional sehingga pengalaman belajar peserta didik kurang interaktif dan partisipatif. Penelitian ini bertujuan mendeskripsikan pengalaman belajar peserta didik kelas VIII.B sebelum dan sesudah penggunaan aplikasi Padlet serta memahami perubahan bentuk dan pemaknaan minat belajar setelah penerapannya sebagai media pembelajaran kolaboratif. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologi deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi dengan melibatkan peserta didik kelas VIII.B dan guru Informatika sebagai sumber data. Hasil penelitian menunjukkan bahwa sebelum penggunaan Padlet, peserta didik cenderung pasif, kurang tertarik, dan terbatas dalam berinteraksi selama pembelajaran. Setelah penggunaan Padlet, pengalaman belajar peserta didik menjadi lebih interaktif, partisipatif, dan kolaboratif melalui aktivitas menulis, mengunggah jawaban, memberikan tanggapan, dan merespons gagasan teman. Hasil observasi menunjukkan capaian minat belajar sebesar 83,0% dalam kategori sangat tinggi, yang meliputi perhatian dan keaktifan, ketertarikan dan antusiasme, ketekunan dan inisiatif, serta keterlibatan kolaboratif. Temuan ini menunjukkan bahwa Padlet berpotensi mendukung minat belajar melalui pengalaman pembelajaran Informatika yang lebih aktif, interaktif, dan bermakna.]]>
