<![CDATA[ABSTRACT The dominance of teacher-centered instruction in Pendidikan Pancasila learning for Grade III students at SDN Muktiharjo Kidul 03 triggered a decline in student enthusiasm and active participation. This study aimed to analyze the implementation of the Game-Based Learning (GBL) model assisted by the thematic E-Puzzle AKSI in increasing student learning motivation in Pendidikan Pancasila instruction for Grade III at SDN Muktiharjo Kidul 03. Adapting the Classroom Action Research design following the Kemmis and McTaggart framework, the intervention was conducted across two iterative cycles. Participant selection employed a total sampling technique, involving all 28 Grade III students. Data collection combined observation sheets, motivation questionnaires, and documentation, which were subsequently processed through quantitative and qualitative analysis. The learning scenario was executed through group-based digital puzzle tasks combined with structured challenges and the reinforcement of national values. The evaluation results confirmed a significant escalation in student learning motivation, increasing from an initial mean of 54.39% to 62.68% in Cycle I, and reaching 76.68% in Cycle II. In parallel, the classical mastery ratio surged markedly from 32.14% to 46.43%, ultimately achieving complete 100% mastery at the end of the second cycle. These findings demonstrate that integrating the Game-Based Learning framework with the thematic E-Puzzle AKSI effectively revitalizes the learning motivation and active engagement of elementary school students. ABSTRAK Dominasi instruksi berpusat pada guru dalam pembelajaran Pendidikan Pancasila kelas III SDN Muktiharjo Kidul 03 memicu penurunan antusiasme serta partisipasi aktif murid. Penelitian ini bertujuan menganalisis penerapan Game-Based Learning (GBL) berbantuan E-Puzzle Tematik AKSI dalam meningkatkan motivasi belajar murid pada pembelajaran Pendidikan Pancasila kelas III SDN Muktiharjo Kidul 03. Mengadaptasi desain Penelitian Tindakan Kelas alur Kemmis dan McTaggart, tindakan intervensi digelar dalam dua siklus berulang. Penentuan partisipan menerapkan teknik total sampling, melibatkan seluruh murid kelas III yang berjumlah 28 orang. Pengumpulan data mengombinasikan instrumen lembar observasi, angket motivasi, dan dokumentasi, yang kemudian diolah melalui analisis kuantitatif kualitatif. Skenario pembelajaran diimplementasikan melalui penugasan puzzle digital berbasis kelompok yang dikombinasikan dengan tantangan terstruktur serta penguatan nilai-nilai kebangsaan. Hasil evaluasi mengonfirmasi eskalasi motivasi belajar murid secara signifikan, bergerak dari rerata 54,39% pada kondisi awal menjadi 62,68% pada Siklus I, hingga menembus 76,68% pada Siklus II. Secara paralel, rasio ketuntasan klasikal melonjak pesat dari 32,14% menjadi 46,43%, dan akhirnya mencapai ketuntasan sempurna 100% di akhir siklus kedua. Temuan ini membuktikan bahwasanya integrasi kerangka Game-Based Learning dan E-Puzzle Tematik AKSI efektif merevitalisasi motivasi serta keterlibatan belajar murid sekolah dasar.]]>
