<![CDATA[Pedagogical Content Knowledge (PCK) is an essential competency for mathematics teachers, as it significantly influences the effectiveness of student learning. This study examines the implementation of game-based learning in mathematics instruction through the lens of PCK. The research was conducted through observations of a junior high school mathematics teacher in Bandung Regency. The primary objective of this study is to analyze the mathematics learning process using the game-based method, focusing on its alignment with PCK principles. Data were collected through classroom observations and unstructured interviews with both teachers and students. A qualitative descriptive approach was employed for data analysis. The findings reveal the following key points: (1) Teachers do not prepare lesson plans or teaching modules before conducting classroom instruction; (2) Teachers' content knowledge requires reinforcement; (3) The formulation of exercises remains simplistic, lacking a range of difficulty levels (easy, medium, difficult), and does not include higher-order thinking skills (HOTS) questions; and (4) There is insufficient reinforcement when students struggle to recall fundamental concepts, such as fractions.]]>
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