<![CDATA[Students’ low interest in digital reading amid high social media usage poses a challenge for Indonesian language instruction in the digital age. This study aims to identify and analyze the effectiveness of interactive social media-based and gamification instructional strategies in developing students’ interest in digital reading. This study employs a qualitative approach, involving 132 tenth-grade students and several Indonesian language teachers as research subjects. Data collection was conducted through observation, interviews, questionnaires, and documentation. Research instruments included observation sheets, interview guidelines, digital reading interest questionnaires, and learning documentation. The data were analyzed using qualitative thematic analysis through the stages of data reduction, data presentation, interpretation, and drawing conclusions. The results of the study indicate that the implementation of interactive learning strategies based on social media and gamification falls into the “very good” category, with an implementation rate of 85.4%. The use of social media platforms such as WhatsApp, Instagram, Padlet, and Google Classroom was able to increase student participation, collaboration, and digital literacy activities. Additionally, the application of gamification elements—such as points, badges, leaderboards, and reading missions—successfully boosted student motivation and engagement in digital reading activities. Students’ interest in digital reading achieved an average percentage of 81.1%, falling into the “very good” category. The majority of students were in the “high” and “very high” categories regarding digital reading interest. Thus, social media-based interactive learning strategies combined with gamification are effective in increasing students’ interest in digital reading.]]>
