<![CDATA[This study was motivated by the limited use of interactive animated video learning media in Integrated Science and Social Studies (IPAS) learning at the elementary school level, despite its potential to enhance students' learning motivation. The study aimed to analyze the effect of interactive animated video learning media on students' learning motivation in IPAS. This research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 56 students, including 28 students in the experimental class and 28 students in the control class, selected through purposive sampling. Data were collected using questionnaires, observations, interviews, and documentation. Data analysis included the Shapiro-Wilk normality test, homogeneity test, and hypothesis testing using the Independent Sample t-test. The results showed that the experimental class achieved a higher mean posttest score for learning motivation (84.07) than the control class (64.39). The hypothesis test yielded a calculated t-value of 21.686 with a significance value of 0.000 (<0.05), indicating a significant difference in learning motivation between the two groups. These findings demonstrate that interactive animated video learning media has a positive and significant effect on students' learning motivation in IPAS. The results are expected to serve as a reference for teachers in developing more innovative learning practices and for future research on digital learning media in elementary education.]]>
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