<![CDATA[This study aims to examine the effect of Polya Heuristic-based Digital Truth or Dare Gamification on the Science and Social Studies (IPAS) problem-solving skills of fourth-grade elementary students. The background of this research is driven by students' low problem-solving abilities due to teacher-centered learning processes and a lack of practice in systematically solving real-world problems. This study used a quantitative approach with a quasi-experimental Nonequivalent Control Group Design. The sample involved 50 fourth-grade students at an elementary school in Jember Regency, divided into an experimental group (25 students) and a control group (25 students). The experimental group received learning that integrated digital questions and challenges with Polya's four heuristic stages (understanding the problem, devising a plan, carrying out the plan, and looking back), while the control group used conventional learning. Data were collected through essay tests and analyzed using Normalized Gain (N-Gain) and Analysis of Covariance (ANCOVA). The results showed that the experimental group's N-Gain was 0.5497 (medium category), higher than the control group's 0.2613 (low category). The ANCOVA test proved that the treatment had a significant effect on problem-solving skills (F = 8.508; p = 0.005) with an effect contribution of 15.6% after controlling for students' initial abilities. In conclusion, Polya Heuristic-based Digital Truth or Dare Gamification is an effective and significant innovative strategy for improving students' IPAS problem-solving skills.]]>
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