<![CDATA[This study examines student learning outcomes in Indonesian language learning viewed from the use of animation media, based on twenty accredited journal articles. The problem underlying this research is the limited interactivity of the animation media used in classrooms, which tends to make students passive and less actively involved in the learning process, particularly in schools with limited access to supporting technology. This study aims to describe student learning outcomes across the cognitive, psychomotor, and affective domains through the use of animation media in Indonesian language learning at the elementary school level. A qualitative approach with a library research (literature review) design was employed, in which secondary data were collected through documentation of research articles, journals, and books, then analyzed using Sugiyono's interactive model consisting of data reduction, data display, and conclusion drawing. The results show that the twenty articles reviewed indicate a predominantly positive impact of animation media on student learning outcomes, marked by improved comprehension of the material, more active learning attitudes, and better language skills compared with conventional learning methods. In the cognitive domain, animation media helps students understand, remember, and master learning material more effectively. In the psychomotor domain, animation media supports the development of listening, speaking, reading, and writing skills. In the affective domain, the use of animation media increases learning interest, motivation, attention, and student engagement throughout the learning process. It is concluded that animation media can serve as an effective alternative learning medium in Indonesian language instruction because it improves student learning outcomes comprehensively across the cognitive, psychomotor, and affective aspects while creating a more interactive and enjoyable learning atmosphere.]]>
