<![CDATA[Inclusive education requires strategies that accommodate diverse learners. Traditional games can enhance learning motivation, social interaction, and academic outcomes through collaborative, enjoyable, and contextual activities. This study aimed to analyze the effect of traditional game activities on learning motivation, social interaction, and learning outcomes of students with special educational needs in physical education. The study employed a quantitative approach using a quasi-experimental design. The population consisted of students enrolled in inclusive education, while the sample was selected using a purposive sampling technique. Data were collected through a learning motivation questionnaire, a social interaction observation sheet, and the Indonesian Physical Fitness Test (Tes Kebugaran Jasmani Indonesia/TKJI), which was adapted to the characteristics of the participants. Data were analyzed using a two-way Multivariate Analysis of Variance (MANOVA) with SPSS version 16 for Windows. The findings revealed that traditional game activities had a significant effect on learning motivation, social interaction, and learning outcomes (p < 0.05). Students who participated in traditional game-based learning with a high level of social interaction achieved higher average scores in learning motivation and learning outcomes than those in the other groups. The study concludes that traditional games are an effective instructional strategy for improving learning motivation, social interaction, and learning outcomes among students with special educational needs. These findings imply that traditional games should be integrated into physical education as an inclusive, adaptive, and student-centered instructional approach.]]>
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