<![CDATA[The limited active involvement of students in Physical Education learning, particularly in agility competencies, is a prevalent issue in elementary schools. This lack of psychomotor, cognitive, and socio-emotional participation highlights the need for more adaptive and contextual pedagogical interventions. Consequently, this study aims to optimize the learning engagement of third-grade students at SDN Sawojajar 5 Malang in agility topics through a play-based approach, treating engagement as an integrated multidimensional construct. The study employed a two-cycle Classroom Action Research design involving a sample of 26 students. Data were collected through systematic observation using a structured instrument based on specific student engagement indicators. The findings revealed that implementing the play-based approach significantly increased active learning, reaching a final achievement rate of 84.6%, which is classified within the active category. Furthermore, this approach strengthened the collaborative climate within the learning community while facilitating emotional regulation and more constructive peer interactions. Ultimately, these results empirically demonstrate the practical value of play-based pedagogical interventions. This study contributes to current educational practices by proving that integrating play into physical education effectively fosters students' enthusiasm and multidimensional active participation through meaningful and enjoyable learning experiences.]]>
