<![CDATA[Inclusive primary schools in resource-constrained and geographically remote regions frequently depend on text-based, lecture-driven instruction that inadequately accommodates the behavioural and cognitive profiles of students with special educational needs (SEN), particularly hyperactivity. This study examined the effectiveness of 3D Recycled Educational Game Tools (Alat Permainan Edukatif, APE) grounded in Fullan’s Deep Learning principles: Conscious, Meaningful, and Enjoyable for strengthening Pancasila literacy in an inclusive fourth-grade classroom at SD YPK Ebenhaezer Yamna, Sarmi Regency, Papua, Indonesia. The target population comprised fourth-grade pupils enrolled in inclusive primary schools across the Sarmi coastal district; from this population, two intact classes (N = 32) were drawn through total sampling and assigned to an experimental class (n = 16) taught with the 3D Recycled APE Pancasila Maze and a control class (n = 16) taught conventionally, under a non-equivalent control-group pretest–posttest design. Data were gathered using a validated 10-item Pancasila literacy test and a multidimensional behavioural-engagement observation checklist and analysed with the normalised gain (N-Gain), assumption tests (Shapiro–Wilk normality and Levene’s homogeneity of variance), and an independent-samples t-test. The two classes were statistically equivalent at pre-test (t(30) = −0.78, p = .444). After the intervention, the experimental class markedly outperformed the control class (t(30) = 5.492, p < .001), with a very large effect size (Cohen’s d = 1.94) and a moderate mean N-Gain (0.58) versus a low gain (0.22). The findings indicate that tactile, locally contextualised, game-structured media effectively bridge cognitive-behavioural barriers for SEN learners in remote inclusive classrooms.]]>
