<![CDATA[Students' learning interest plays a crucial role in determining educational success, yet conventional instructional methods often fail to engage elementary students effectively. This study investigated the effect of interactive video learning media on fifth-grade students' learning interest in Integrated Science and Social Studies (IPAS) instruction. Employing a descriptive quantitative design, the study was conducted at SD Negeri Tepung Sari, a rural elementary school with limited technological infrastructure. All 30 fifth-grade students participated through total sampling. Data were collected via classroom observations, validated questionnaires (KMO = 0.507, p < 0.001), and documentation. Teacher implementation quality and student learning interest were assessed using percentage calculations and descriptive statistics. Teacher implementation of interactive video media achieved strong fidelity (78%, "very good" category). Student learning interest reached a mean score of 3.18 (SD = 1.203), corresponding to 63.6% agreement, categorized as "high." Thirteen of 15 questionnaire items (86.7%) achieved high interest levels, with the highest mean observed for perceived content comprehensibility (M = 3.57, 71.4%). The findings align with multimedia learning theory and self-determination theory, demonstrating that interactive video media positively influences student learning interest through dual-channel information processing and intrinsic motivation activation. Results suggest feasibility of technology integration in resource-constrained settings with adequate teacher preparation and pedagogical support.]]>
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