<![CDATA[This study focuses on students' lack of self-regulated learning (SRL) abilities in mathematics learning, particularly in the topic of whole numbers up to 1,000,000. Teacher-centered learning reduces student engagement and hinders proper participation in the learning process. Students must be able to manage their learning progress independently. Therefore, the implementation of gamification is crucial to encourage student engagement and independence in the learning process. This study aims to examine the effect of gamification implementation on self-regulated learning (SRL) of fifth-grade elementary school students. The method used in this study is a quantitative approach with a pre-experimental design, namely a one-group pretest-posttest design. The study was conducted on fifth-grade students of SDN Nagasari II. Data collection techniques were carried out through pretests and posttests using SRL questionnaires. The results of the study showed a substantial effect of gamification on students' self-regulated learning (SRL), with a significance value (Sig.) of 0.000 <0.05. This indicates the acceptance of the alternative hypothesis (H1). Thus, the implementation of gamification in mathematics learning has shown effectiveness in improving students' self-regulated learning.]]>
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