Generation alpha and the decline of motivation to learn physics

Abstract

Abstract

However, many students from Generation Alpha demonstrate low motivation to learn physics due to various factors related to the characteristics of the digital generation, the complexity of physics content, and learning processes that are not fully aligned with their needs. This study aims to analyze the factors contributing to the low motivation of Generation Alpha students in learning physics and to identify the implications for developing more contextual, interactive, and technology-based physics instruction. The study employed a qualitative approach using semi-structured interviews. The participants consisted of 10 students from SMP Negeri 81 Maluku Tengah who were selected based on their willingness and ability to provide information relevant to the research objectives. The findings revealed that low motivation to learn physics is influenced by several major factors: students’ perceptions that physics is a difficult subject due to its extensive use of formulas, mathematical calculations, and abstract concepts; students’ low self-confidence in solving physics problems; teaching methods that remain dominated by theoretical explanations and make limited use of digital media; the lack of connections between physics concepts and everyday life; and the high intensity of digital technology use for entertainment rather than educational purposes. The interview results also indicated that Generation Alpha students prefer learning experiences that are interactive, visual, and technology-enhanced, such as educational videos, digital simulations, simple experiments, and interactive quizzes. This study concludes that improving Generation Alpha students’ motivation to learn physics requires a transformation of instructional practices toward a more student-centered, contextual, interactive, and technology-based approach. The integration of digital media, virtual simulations, and real-life applications of physics concepts can enhance students’ interest, engagement, and motivation in learning physics.