THE EFFECT OF DIGITAL LITERACY AND CLASSROOM ENVIRONMENT ON STUDENTS' INTEREST IN LEARNING WITH LEARNING MOTIVATION AS A MEDIATING VARIABLE

The influence of digital literacy and classroom environment on students' learning interest with learning motivation as a mediating variable in Economics subjects in State Senior High Schools in Semarang City. This study uses a quantitative approach with a causality design and the development of intervening variables . A purposive sample of senior high school students was drawn from State Senior High Schools in Semarang City. Data were collected through a validated Likert-scale questionnaire and analyzed using multiple linear regression and the Sobel Mediation Test. The results demonstrate that digital literacy and classroom environment positively and significantly influence students’ learning interest, both directly and indirectly through learning motivation as a mediating variable. Among all variables, learning motivation emerged as the most dominant predictor of learning interest and serves as a significant bridge between external learning conditions and students’ internal learning engagement. These findings underscore the importance of holistic educational interventions integrating the development of digital competence, the creation of a conducive learning environment, and the systematic cultivation of intrinsic learning motivation to foster deeper and more sustained interest in Economics learning among senior high school students.