<![CDATA[Physics learning often appears abstract and formula-dominated, while digital platforms become educationally valuable only when pedagogically orchestrated. This study examined how Indonesia’s pedagogical deep-learning orientation was enacted through Ruang Murid in one Grade XI physics class and how students’ self-reported motivation changed descriptively. A qualitatively driven embedded mixed-methods case involved 33 students, one physics teacher, one principal, one classroom observation, four semi-structured interviews, documents, and a locally developed 10-item four-point questionnaire administered before and immediately after one 3 × 45-minute lesson on light refraction. Qualitative evidence had priority. Observation scores were 100% for deep-learning principles, 100% for learning experiences, and 90% for the learning framework. Aggregate motivation increased descriptively from 65% to 80%; six indicators increased and four remained stable. Interviews converged on greater interest, participation, confidence, independent review, and satisfaction, while revealing constraints in content completeness, connectivity, access, staff readiness, learner adaptation, and institutional support. The findings support guided digital constructivism as a context-bound proposition in which digital exploration becomes meaningful through teacher scaffolding, contextualization, feedback, differentiation, and reflection. These findings suggest that effective digital physics learning depends not merely on platform availability but on the quality of pedagogical mediation and institutional support surrounding its use. The design does not establish causal effectiveness or validate a general model.]]>
