STUDENTS’ LEARNING MOTIVATION IN DEEP LEARNING SUPPORTED BY DIGITAL MEDIA: IMPLICATIONS FORENGLISH-MEDIATED LEARNING

Abstract

This study aimed to enhance students’ learning motivation in Civic Education (PPKn) through the implementation of a deep learning approach assisted by digital media and to explore its implications for English-mediated learning. The study employed Classroom Action Research (CAR) conducted in two cycles, consisting of planning, action, observation, and reflection stages. The participants were 15 fifth-grade students of SDN 6 Sangalla. Data were collected through observation and documentation techniques. The findings revealed a significant improvement in students’ learning motivation from Cycle I to Cycle II. In Cycle I, students’ learning motivation reached 55.57%, which was categorized as moderate. After improvements were made in the learning process, motivation increased to 81.92% in Cycle II, which was categorized as very high. The integration of a deep learning approach with digital media created a more interactive, student-centered, and engaging learning environment that encouraged active participation and meaningful learning experiences. Furthermore, the findings suggest that the learning model has potential implications for English-mediated learning contexts by promoting student engagement, critical thinking, and digital literacy skills that are essential for effective language learning. Therefore, it can be concluded that a deep learning approach assisted by digital media is effective in improving students’ learning motivation and provides valuable insights for technology-enhanced educational practices across subject areas.