<![CDATA[The problem in this study is the low motivation and learning outcomes of elementary school students in Natural and Social Sciences. This condition is influenced by learning that has not linked the material to students' cultural backgrounds and life experiences. This study aims to analyze the effect of the Culturally Responsive Teaching (CRT) approach, supported by educational game media, on the motivation for learning and learning outcomes of fifth-grade students in Natural and Social Sciences. This study is a quantitative, pre-experimental, intact-group comparison design. The research subjects were 53 fifth-grade elementary school students, comprising 25 in the control class and 28 in the experimental class. Data collection was conducted through a multiple-choice learning achievement test and a learning motivation questionnaire, both using a Likert scale. The research instruments included learning achievement test items and a learning motivation questionnaire, both arranged according to the research indicators. Data analysis used descriptive statistics and multivariate analysis (MANOVA) with the Pillai's Trace test. The results showed that the application of the Culturally Responsive Teaching (CRT) approach, supported by educational game media, had a significant effect on students' learning motivation and learning outcomes in Natural and Social Sciences. This study concludes that integrating the CRT approach with educational game media can improve student motivation and learning outcomes by fostering meaningful, contextual learning. The implications of this research emphasize the importance of integrating local culture and interactive media in learning.]]>
