<![CDATA[Passing skills and decision-making ability are important components of basketball instruction because students need to integrate technical proficiency with the ability to respond appropriately to changing game situations. This study aimed to analyze the implementation of modified games involving variations in the number of players and playing areas to improve students’ passing skills and decision-making ability in basketball instruction. The study employed Classroom Action Research using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted in two cycles. The participants were 40 students from class X7 of SMA Negeri 3 Pekanbaru. The instructional intervention was implemented through two-versus-two, three-versus-three, and four-versus-four games with modifications to the number of players, playing area, game rules, ball possession time, and feedback procedures. Data were collected through a passing skills test, a decision-making rubric, and an observation sheet, and were analyzed using quantitative and qualitative approaches. The findings showed that the mean passing skill score increased from 72.5 in the first cycle to 81.3 in the second cycle, while the mean decision-making score increased from 70.8 to 80.6. The number of students achieving a minimum score of 80 in passing skills increased from 23 students or 57.5% to 35 students or 87.5%. In decision making, the number of students achieving a minimum score of 80 increased from 21 students or 52.5% to 32 students or 80%. Therefore, the implementation of modified games met the research success criterion in the second cycle because at least 80% of the students achieved a minimum score of 80 in both assessed aspects. The findings indicate that modified games can be used as an instructional strategy to improve passing skills and decision-making ability in an integrated manner during basketball instruction]]>
