Improving Vocational High School Students' Learning Motivation Through Digital-Based Interactive Learning Models

Fery Sumatoyo; Januardi; Riswan Aradea

doi:10.31851/jmksp.v11i1.21701

Authors

Fery Sumatoyo SMK PGRI 2 Belitang
Januardi Universitas PGRI Palembang
Riswan Aradea Universitas PGRI Palembang

DOI:

https://doi.org/10.31851/jmksp.v11i1.21701

Keywords:

Digital Learning, Interactive Learning, Learning Motivation, Vocational Education, Classroom Action Research

Abstract

This study aimed to improve the learning motivation of vocational high school (SMK) students through the implementation of a digital-based interactive learning model. The research was motivated by the low level of student participation, passive classroom behavior, and the tendency of students to use smartphones for non-academic purposes during lessons. This Classroom Action Research (CAR) was conducted in two cycles involving 30 tenth-grade vocational high school students. Data were collected through observation, questionnaires, and documentation and analyzed using quantitative and descriptive qualitative techniques. The results indicated a significant improvement in students’ learning motivation. The percentage of students categorized as having high learning motivation increased from 60% in Cycle I to 83.3% in Cycle II, exceeding the success indicator of 75%. Students also demonstrated greater participation, confidence, enthusiasm, and engagement during learning activities. The findings suggest that digital-based interactive learning effectively transforms smartphone use into productive learning tools and creates a more active, student-centered, and enjoyable learning environment. This study contributes practical evidence regarding the effectiveness of digital interactive learning in enhancing motivation among vocational high school students.

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