<![CDATA[This study discusses philosophical thinking about motivation in learning in the digital era which is characterized by a decline in student learning enthusiasm due to intrinsic and extrinsic factors. These problems are influenced by low learning interest, monotonous learning environments, conventional teaching approaches, and weak social and family support. This study aims to analyze the concept of learning motivation from the perspective of John Dewey's progressivism educational philosophy, Paulo Freire's critical pedagogy, educational humanism, and Islamic educational philosophy in order to find relevant pedagogical strategies in increasing student learning motivation in a sustainable manner. The study uses a qualitative approach with a library research type. Data were obtained through documentation studies from various scientific journals, books, and academic articles related to learning motivation and educational philosophy. The data analysis technique uses content analysis with a descriptive-analytical approach. The results of the study show that Paulo Freire's thinking through educational dialogue is able to build students' critical awareness so that learning motivation develops authentically. Meanwhile, John Dewey's progressivism emphasizes experience-based learning that can reduce boredom and increase active student participation. The humanist approach and differentiated learning have also proven effective in accommodating individual student needs, thus creating a conducive learning environment. Furthermore, Islamic educational philosophy places learning motivation as part of character formation, responsibility, and spiritual values. This study concludes that the integration of a dialogical approach, experiential learning, learning differentiation, and strengthening character and spiritual values are effective strategies for increasing student learning motivation in the digital age.]]>
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