<![CDATA[This Classroom Action Research (CAR) was initiated by the low mathematics learning outcomes and the passive learning attitudes of fifth-grade students at SD Negeri Tanjungrejo 01. Ideally, mathematics instruction should be active, meaningful, and student-centered. This study aimed to improve students' active engagement and mathematics learning outcomes through the implementation of a game-based Teaching at the Right Level (TaRL) approach. The research method followed the CAR design proposed by Kemmis and McTaggart, conducted over two cycles. Each cycle comprised planning, action, observation, and reflection phases, with an allocation of 3 lesson periods (JP) per meeting. The subjects of this study were 25 fifth-grade students at SD Negeri Tanjungrejo 01. Data collection techniques included learning outcome tests, student activity observation sheets, and documentation. The initial diagnostic assessment (pre-cycle) revealed that 11 students scored below the Learning Objectives Fulfillment Criteria (KKTP). Following the implementation of the actions up to cycle II by integrating the game-based TaRL approach, the learning atmosphere became considerably more conducive, students participated more actively, and their mathematics learning outcomes improved significantly at the end of the cycle, leaving only 2 students scoring below the KKTP. Based on these findings, it can be concluded that the implementation of the game-based TaRL approach is proven effective in enhancing the active engagement and mathematics learning outcomes of fifth-grade students. Keywords: Mathematics Learning Outcomes, TaRL Approach, Games, Student Engagement.]]>
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