<![CDATA[Mathematics learning in elementary schools remains a major challenge, particularly in promoting students' active participation, collaborative learning, and meaningful mathematical engagement within the implementation of the Merdeka Curriculum. Although educational game-based learning and the Teams Games Tournament (TGT) model have been widely reported to improve learning outcomes and motivation, limited studies have examined how these approaches shape classroom practices during their implementation. This study aimed to analyze mathematics learning problems through a practice-based investigation of classroom instruction using the Cerdasionaire Game integrated with the Teams Games Tournament (TGT) model at SD Negeri 008 Sepaku. A qualitative case study design was employed involving one principal, one fourth-grade teacher, and eighteen fourth-grade students selected purposively. Data were collected through classroom observations, semi-structured interviews, questionnaires, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing. Data trustworthiness was established through source and methodological triangulation. The findings indicate that mathematics instruction was initially characterized by teacher-centered practices, limited collaborative interaction, and low student engagement. However, the implementation of the Cerdasionaire Game integrated with TGT transformed classroom practices by fostering active participation, collaborative problem-solving, constructive academic competition, and greater confidence in communicating mathematical ideas. This study contributes empirical evidence by demonstrating how educational games integrated with cooperative learning reshape classroom interaction and support student-centered mathematics instruction in elementary schools, thereby extending current research beyond learning outcomes toward classroom practice.]]>
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