<![CDATA[The rapid advancement of digital technology has transformed educational practices by encouraging the integration of interactive learning media into classroom instruction. While previous studies have primarily focused on evaluating the effectiveness of digital learning media or developing instructional products, limited attention has been given to understanding how interactive media are implemented in authentic classroom settings. This study aims to examine the implementation of interactive learning media in Indonesian junior high schools and identify the factors influencing its effectiveness. A qualitative case study approach was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis and analyzed using data condensation, data display, and conclusion drawing. The findings indicate that interactive learning media enhance student engagement, motivation, classroom interaction, and conceptual understanding while enabling teachers to deliver learning materials in more creative, systematic, and student-centered ways. However, their successful implementation remains constrained by limited technological infrastructure, unequal internet access, teachers' digital competence, students' readiness, and institutional support. This study contributes to the literature on technology-enhanced learning by demonstrating that effective implementation depends not only on digital tools but also on the interaction among pedagogical competence, technological readiness, learner participation, and institutional support. The findings provide practical implications for educators and policymakers in designing sustainable technology-based learning strategies.]]>
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