<![CDATA[This classroom action research aimed to improve student learning outcomes in Natural and Social Sciences (IPAS) learning through the Game-Based Learning (GBL) model in Grade IV of SDN 18 Kampung Baru, Padang. The research followed the Kemmis and Mc Taggart action research design, implemented in two cycles consisting of planning, action, observation, and reflection, with 25 fourth-grade students as research subjects. Data were collected through test and non-test instruments and analyzed using both qualitative and quantitative approaches. The initial condition showed that only 40% of students (10 of 25) achieved the minimum mastery criterion (KKTP) of 80, with a class average of 73.16. After the implementation of GBL, the teaching module score increased from 75% (fair) in Cycle I to 93.8% (very good) in Cycle II, teacher and student activity increased from 75% to 96.9%, and student learning outcomes improved from an average of 68.1 (Cycle I, Meeting 1) to 88.3 (Cycle II) across the affective, cognitive, and psychomotor domains, exceeding the classical success indicator of 80%. These findings indicate that the Game-Based Learning model effectively increases student engagement and learning outcomes in elementary IPAS instruction.]]>
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