<![CDATA[This study aimed to investigate the effect of Game-Based Learning (GBL) on the learning motivation and learning independence of Alpha Generation students. The research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The population consisted of all second-grade students of UPTD SDN Kapor in the 2026/2027 academic year, while the sample included an experimental class and a control class, each consisting of approximately 21 students. The research instruments included a learning motivation questionnaire, a learning independence test, and an observation sheet for the implementation of Game-Based Learning. Data were analyzed using validity, reliability, normality, paired sample t-test, and MANOVA with the assistance of SPSS software. The normality test indicated that the data were normally distributed, with significance values of 0.892 for learning motivation and 0.946 for learning independence. The paired sample t-test revealed a significant improvement in both learning motivation and learning independence, with significance values of 0.000 (p < 0.05). Furthermore, the MANOVA results demonstrated that Game-Based Learning had a simultaneous significant effect on students' learning motivation and learning independence, with a significance value of 0.000 (p < 0.05). Therefore, Game-Based Learning is proven to be an effective instructional approach for enhancing the motivation and learning independence of Alpha Generation students and can serve as an innovative learning strategy in the digital era.]]>
