RECONSTRUCTING A DIGITAL PEDAGOGY–BASED LEARNING MODEL TO ENHANCE ELEMENTARY SCHOOL STUDENTS’ MOTIVATION AND LITERACY ENGAGEMENT

Abstract

The integration of digital technology in elementary education plays a crucial role in fostering students’ motivation and literacy engagement. Despite this importance, classroom practices often remain dominated by traditional instructional approaches that limit students’ active participation and meaningful interaction with learning content. This study aimed to reconstruct a digital pedagogy–based learning model to enhance elementary students’ learning motivation and literacy engagement. The research employed a Design-Based Research approach involving elementary school students as participants. Data were collected through validated and reliable motivation questionnaires, literacy engagement instruments, and classroom observations. Statistical analyses were conducted using SPSS, including tests of normality, paired sample comparison, and effect size analysis to determine the magnitude of the intervention’s impact. The findings revealed a significant improvement in students’ learning motivation and literacy engagement following the implementation of the reconstructed model. The statistical results confirmed that the differences between pretest and posttest scores were significant, and the effect size analysis indicated a strong practical impact. These results demonstrate that integrating digital pedagogy through a systematically designed instructional model can create a more engaging and meaningful learning environment. The study concludes that digital pedagogy–based instructional reconstruction is effective in enhancing motivation and literacy engagement in elementary classrooms.