<![CDATA[This research was motivated by the low ability of elementary school students to memorize multiplication, which affects their difficulties in understanding mathematics materials. Conventional learning methods cause students to be less motivated and less active in the learning process. This study aims to determine the implementation of the Challenge-Based Gamification Learning Model, analyze its effectiveness in improving multiplication memorization skills, and identify the supporting and inhibiting factors in its implementation among students at elemantary school 3 of Plampang. This research employed a mixed methods approach with an embedded mixed methods design. The research subjects consisted of 20 students in the experimental class and 21 students in the control class. Data were collected through pretest-posttest tests, observations, interviews, and documentation, then analyzed using statistical tests with the assistance of IBM SPSS 26 and qualitative data analysis. The results showed that the implementation of the Challenge-Based Gamification Learning Model was carried out through the stages of orientation, challenges, games, rewards, reflection, and evaluation. The average score of the experimental group increased from 69.25 to 83.00, while the control group increased from 55.71 to 69.29. The results of the paired sample t-test showed a significance value of 0.000 (<0.05), and the independent sample t-test obtained a t-value of 5.018 with a significance value of 0.000 (<0.05), indicating a significant improvement and difference in learning outcomes. The N-Gain test showed an increase of 47.19% in the experimental group and 31.53% in the control group. Based on the research findings, it can be concluded that the Challenge-Based Gamification Learning Model is effective in overcoming multiplication memorization difficulties among students at elemantary school 3 of Plampang. This model improves students’ multiplication memorization skills, learning motivation, activeness, and engagement in mathematics learning. The supporting factors include students’ enthusiasm, teacher support, group cooperation, rewards, and attractive learning media, while the inhibiting factors include differences in students’ abilities, limited learning time, technical problems, and differences in students’ concentration levels.]]>
