Profile of Student Learning Motivation In The Digital Era

• Fatia Vienna Ramadhan

  Indonesia University of Education

  Author

The transformation of 21st century education has encouraged the integration of digital technology into the learning process that brings both opportunities and challenges to students' motivation to learn. This study aims to describe the profile of students' learning motivation in the digital era based on the theory of Self-Determination (Deci & Ryan, 2000), identify internal and external factors that affect learning motivation, and analyze their implications for the development of guidance and counseling (BK) services that are oriented towards strengthening learning motivation. The method used is a Systematic Literature Review (SLR) of thirteen published scientific articles in the 2020–2025 range accessed through Google Scholar, Scopus, and Frontiers in Education. The analysis was carried out based on three main focuses: (1) intrinsic motivation, extrinsic, and self-regulation dimensions; (2) internal and external factors that affect motivation; and (3) the implications of motivational profiles on BK service practices. The results of the study show that students in the digital era have intrinsic motivation and high self-regulation when the needs for autonomy, competence, and social connectedness are met through interactive digital learning and adaptive teacher support. Factors such as education policy, digital literacy, and the social environment also strengthen external motivation. This study emphasizes that digital learning motivation is multidimensional and needs to be supported by technology-based BK services such as digital learning guidance, peer counseling, and competence coaching to form independent, adaptive, and competitive students in the digital era.

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