https://journal.ia-education.com/index.php/ijorer <p style="text-align: justify;">IJORER is an i<span style="text-align: justify;">nternational journal (double-blind peer review) that focuses on Recent Educational Research. The journal concerns Recent Educational Research accepts articles in the field of Education: instruction, learning, teaching, curriculum development, l</span><span style="text-align: justify;">earning environments, teacher education, educational technology, educational psychology, educational conseling guidence, nonformal education and educational developments. IJORER is an internationally recognized journal in the field of education and is published six times a year (in <strong>January, March, May, July, September &amp; November</strong>). Studies may relate to any age level - from infants to adults. All manuscripts sent to IJORER will be read and reviewed with a confidential identity (double-blind peer review) by at least 2 </span><span style="text-align: justify;">peer reviewers who are experts in their fields. Depending on the evaluation reports of the members of the Editorial Board and peer reviewer, articles are published or not.&nbsp; The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.</span></p> Faculty of Teacher Training and Education Muhammadiyah University of Makassar en-US IJORER : International Journal of Recent Educational Research 2721-852X https://journal.ia-education.com/index.php/ijorer/article/view/1267 <p style="text-align: justify;"><span lang="EN-US">This study aims to analyze the role of digital learning media in increasing students' learning interest at the elementary school level, particularly in Islamic Elementary Schools (MI). The background of this study is based on the need to present a more interactive, engaging learning process that is in accordance with the developmental characteristics and life context of students. Theoretically, this study refers to the Multimedia Learning Theory proposed by Richard E. Mayer which emphasizes the importance of integrating visual and audio elements in improving learning comprehension, as well as the ARCS motivation model by John M. Keller which includes aspects of attention, relevance, confidence, and satisfaction in increasing students' learning motivation. This study uses a descriptive qualitative approach with data collection techniques through observations of the learning process in the classroom, interviews with teachers and students, and visual documentation as supporting data. Data analysis was conducted to describe in depth the impact of the use of digital learning media on students' learning interest and participation. The results of the study indicate that the use of digital learning media has several positive impacts, including increased student attention during the learning process, presentation of materials that are more contextual and easy to understand, increased student courage to actively participate in learning activities, and the growth of a sense of enjoyment and motivation to learn. Digital media such as animated videos, interactive quizzes, and educational games have been proven to create more engaging and participatory learning experiences. However, the implementation of digital learning media still faces several technical challenges, such as limited supporting devices and teacher competency in utilizing learning technology. Therefore, improving teacher competency through ongoing training and providing adequate facilities and infrastructure is necessary to ensure optimal and sustainable use of digital learning media to increase student learning interest. </span></p> Nur Hanifah Retno Nuzilatus Shoimah Copyright (c) 2026 Nur Hanifah, Retno Nuzilatus Shoimah (Author) https://creativecommons.org/licenses/by-sa/4.0 2026-04-05 2026-04-05 10.46245/ijorer.vi.1267