<![CDATA[Low interest in learning mathematics among junior high school students remains a persistent challenge in mathematics education. This condition is influenced not only by the complexity of mathematical content but also by affective factors such as learning motivation, emotional experiences, and students’ perceptions of mathematics. This study aims to examine the effect of the Motivation Session: Be Happy with Mathematics on improving students’ interest in learning mathematics at the junior high school level. The study employed a quantitative approach using a quasi-experimental pretest–posttest control group design. The participants were eighth-grade students divided into an experimental group and a control group. Data were collected using a mathematics learning interest questionnaire covering indicators of interest, attention, engagement, and learning sustainability. The data were analyzed using descriptive and inferential statistics. The results revealed a significant increase in mathematics learning interest among students who participated in the Motivation Session: Be Happy with Mathematics compared to those who received conventional instruction. These findings indicate that a structured motivational intervention oriented toward positive emotional experiences is effective in enhancing junior high school students’ interest in learning mathematics. Therefore, motivational sessions that promote enjoyable learning experiences can serve as a supportive strategy in mathematics instruction.]]>
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