<![CDATA[This study aims to develop gamification-based e-learning media within a blended learning model and examine whether it is associated with higher high school students' motivation to learn probability compared to conventional instruction. Despite the documented potential of digital learning technologies, a critical gap remains regarding how structured gamification combined with blended delivery can address persistently low motivation in probability learning, a topic widely perceived as abstract by students. Using the ADDIE development model and a quasi-experimental, posttest-only design (n = 36 per group), this study compared the post-intervention motivation scores of students learning through gamified interactive videos on Google Classroom versus those taught through conventional lecture methods. Data were collected using a validated Likert-scale motivation questionnaire (Cronbach's alpha = 0.87) and analyzed using an independent samples t-test. The experimental group achieved a significantly higher mean motivation score (M = 84.02, SD = 5.62) compared to the control group (M = 74.68, SD = 6.25), with t(70) = 6.67, p < 0.001, and a large effect size (Cohen's d = 1.57). These findings indicate that the gamified blended learning group demonstrated significantly higher post-intervention motivation than the conventional group, suggesting that integrating gamification elements including points, badges, leaderboards, and immediate feedback within a blended learning approach is associated with higher student motivation in probability learning. The novelty of this study lies in the systematic development and empirical validation of a gamified blended learning environment tailored specifically for probability topics at the senior high school level.]]>
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