<![CDATA[Low scientific literacy and physical fitness remain important challenges in elementary science education. This study examined changes in students' scientific literacy and physical fitness following traditional game-based science learning and evaluated students' responses and learning implementation. A quasi-experimental One-Group Pretest–Posttest Design involved 29 fifth-grade students at SD Negeri 2 Batembat, Cirebon Regency, Indonesia. Learning about the human respiratory system integrated the traditional games boy-boyan, wheelbarrow, and rope jumping. Data were collected through scientific literacy tests, the Indonesian Physical Fitness Test (TKJI), student response questionnaires, and learning implementation observations. Data were analyzed using descriptive statistics, paired-samples t-test, N-Gain, and Repeated Measures ANOVA. Scientific literacy increased from a mean pretest score of 40.20 to 74.40, with an N-Gain of 0.5784 (moderate). Physical fitness increased from 15.50 to 22.50, with an N-Gain of 0.7606 (high). Repeated Measures ANOVA showed significant differences in physical fitness across measurement times (F = 287.074, p < .001). Student responses and learning implementation reached 98%, both categorized as very good. These findings suggest that traditional games can support scientific literacy and physical fitness while providing an engaging and culturally relevant science learning context. The pedagogical implication is that traditional games can be integrated into scientific inquiry to connect physical experiences with observation, measurement, and scientific explanation.]]>
