<![CDATA[The present study examines the degree to which an instructionally modified snakes and ladders game shapes the learning performance of students enrolled in the Akidah Akhlak course at Madrasah Ibtidaiyah Salafiyah Syafi'iyah Seblak Jombang. The rationale underlying this inquiry originates from field-based evidence demonstrating that students' scholastic attainment has consistently fallen short of expectations, a circumstance largely ascribed to the entrenched dominance of teacher-centered instructional methods. This reliance on conventional delivery has progressively suppressed student engagement and diminished intrinsic motivation to participate actively in learning. The research was conducted within a quantitative paradigm, adopting a true experimental design with a post-test only control group configuration. Forty-two students were recruited as participants and allocated in equal proportions across an experimental cohort and a control cohort. Post-instructional test scores served as the primary source of outcome data, which were then processed through the Mann-Whitney U nonparametric statistical procedure. Findings disclosed that the experimental cohort registered a mean score of 91.19, markedly exceeding the 55.00 average recorded by the control cohort. The significance level of 0.000 considerably lower than the 0.05 benchmark provided compelling statistical evidence that the game-based instructional treatment generated a substantive and measurable improvement in student outcomes. Taken together, these findings affirm that the adapted snakes and ladders game constitutes a viable and effective instructional medium for enhancing academic achievement, notwithstanding several operational constraints related to time management and the maintenance of orderly classroom conditions during gameplay.]]>
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