<![CDATA[Digital transformation encourages the use of increasingly interactive learning media, but its effectiveness on student learning motivation is still determined by the pedagogical design and context of use. This study aims to analyze the effectiveness of interactive digital learning media in improving learning motivation of high school students. The study used a quantitative approach with a quasi-experimental pretest-posttest control group design. A total of 120 10th grade students from four high schools in Ambon City, Maluku Province, participated in the study. Schools were selected purposively based on the readiness of digital learning facilities, while classes were selected through cluster sampling; 60 students were in the experimental group and 60 students in the control group. The experimental group participated in Indonesian language learning on the topic of explanatory text using digital media that integrated videos, visual materials, digital quizzes, interactive exercises, and direct feedback for six meetings, while the control group participated in regular learning with the same materials and time allocation. Learning motivation was measured using a five-point Likert scale questionnaire and data were analyzed using Analysis of Covariance (ANCOVA). The motivation score of the experimental group increased from 3.18 to 4.08, while the control group increased from 3.21 to 3.39. After controlling for baseline scores, there was a significant difference between the two groups, F (1,117) = 79.62, p < 0.001, ηp² = 0.405. The largest difference was found in the engagement and interest dimensions. The findings indicate that, in this study sample, interactive digital learning media was associated with higher motivational increases when technology was used to support active learning activities and provide feedback.]]>
