<![CDATA[Student motivation to learn economics remains a challenge in 21st-century learning, especially when the use of digital technology has not been fully balanced with the strengthening of independent learning skills. This study aims to analyze the contributions of perceptions of Kahoot use and of learning independence to students' motivation to learn economics. This study used a quantitative ex post facto approach with a causal-associative design. The research subjects consisted of 126 grade 10 students who were selected through a saturated sampling technique. Data were collected using a Likert-scale questionnaire and analyzed using multiple linear regression. The results showed that perceptions of Kahoot's use contributed positively and significantly to students' learning motivation. Learning independence also made a positive and significant contribution, exerting a stronger influence than the use of Kahoot media. The results of the simultaneous analysis showed that the combination of Kahoot media use and learning independence significantly shaped students' motivation to learn. This study concluded that learning independence is a more determining factor in maintaining the sustainability of learning motivation than the use of gamification media alone. The implications of this research indicate that implementing economic learning in the digital era is not enough to focus solely on the use of interactive media; it also needs to be directed toward the development of self-regulation, learning responsibility, and student learning initiatives through learning strategies that sustainably encourage learner autonomy.]]>
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