<![CDATA[The low reading comprehension skills of fifth-grade students in understanding narrative texts served as the rationale for this study. This study aims to examine the effect of the Problem-Based Learning (PBL) model, supported by a snakes-and-ladders game, on improving students’ literacy skills. The research design used was quantitative with a quasi-experimental design, specifically a Nonequivalent Control Group Design. The sample consisted of students from SDN Karangendep as the experimental group and students from SDN Cilaku as the control group, selected through purposive sampling. Data were collected using a reading comprehension literacy test and analyzed using a t-test and the N-Gain test. The results of the study indicate that the implementation of the PBL model assisted by the snakes and ladders game significantly influences students’ literacy skills, as evidenced by a Sig. (2-tailed) value of 0.000 < 0.05 in the Paired Samples T-Test. Descriptively, the average student score increased from 39.20 on the pretest to 79.08 on the posttest. Based on the Independent Samples t-test, there was no statistically significant difference between the two schools (0.160 > 0.05). Although there was no statistically significant difference, the average learning outcomes of the experimental group were higher than those of the control group, indicating that the PBL model supplemented with the Snakes and Ladders game still has the potential to improve students’ literacy skills. The improvement in literacy skills falls into the “Moderate” category with an average N-Gain Score of 0.6401 (64.01%). The conclusion of this study is that the PBL model assisted by the Snakes and Ladders game is quite effective in improving literacy skills through a fun learning atmosphere in elementary schools.]]>
