<![CDATA[Background: Mathematics learning motivation among junior high school students remains low due to procedural, decontextualized instruction that fails to connect mathematical concepts to students' real-life experiences, as observed in several junior high schools in Central Indonesia. Purpose: This study examines the effects of Realistic Mathematics Education assisted by Wordwall, Realistic Mathematics Education without Wordwall, and conventional instruction on students' motivation to learn mathematics. It further examines the potential contribution of context-based instructional design reinforced by digital media to motivational outcomes. Methods: A quantitative quasi-experimental design was employed involving three intact classes: an experimental class implementing RME with Wordwall, an experimental class implementing RME without Wordwall, and a control class receiving instruction without RME reinforcement. Students’ mathematics learning motivation was measured using a validated questionnaire, and the data were analyzed descriptively and inferentially using independent samples t-tests to compare motivation levels across groups. Result: The findings indicate significant differences in mathematics learning motivation between the experimental and control groups. Both classes exposed to RME-based instruction demonstrated higher motivation than the control class, with the class using RME reinforced by Wordwall showing the highest levels of motivation, suggesting that the integration of digital game-based media further enhances student engagement. Conclusion: The findings indicate that context-based RME reinforced with Wordwall was associated with higher mathematics learning motivation than conventional instruction among the junior high school students examined, suggesting a potential contribution of instructional design quality to students' motivational engagement.]]>
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