<![CDATA[This study used the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, conducted in two cycles. Each cycle consisted of four stages: planning, action implementation, observation, and reflection. The subjects were 25 students from class IIA. Data collection techniques included observing teacher activities and completing questionnaires on student learning motivation. Data analysis was conducted by drawing and calculating percentages. The study showed that using e-modules through educational games can increase student learning motivation. This was evident in the improvement in the learning motivation questionnaire results. In the pre-cycle, learning motivation reached 32%, with 8 students completing the questionnaire. In the first cycle, this figure rose to 65.65%, with a sufficient qualification. Furthermore, in the second cycle, learning motivation jumped significantly to 82.10%, with a very good qualification. Teacher activity in the teaching and learning process increased from 75% in the first cycle to 89.58% in the second cycle. The implementation of e-modules using educational games was carried out in several stages: a technical introduction to the e-module, exploring the material through e-modules supplemented with images and videos, playing the educational game Wordwall (guessing symbols and connecting images), group discussions, presentations of results, and completing worksheets (LKPD). This study shows that using e-modules with educational games successfully increased second-grade students' enthusiasm for learning the Pancasila Symbol. Teachers are encouraged to use this digital learning medium for other materials and subjects as a way to enrich learning in a more innovative, interactive, and enjoyable way.]]>
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