<![CDATA[This study aimed to examine changes in students’ learning outcomes in soccer shooting technique following the implementation of the Game-Based Learning model and to determine the magnitude of improvement after the intervention. A quantitative approach was employed using a pre-experimental design with a one-group pretest–posttest design. The participants were 32 seventh-grade students from UPTD SMP Negeri 42 Satap Pampangan, selected using total sampling. Data were collected through a shooting skills test and documentation. Learning outcomes were assessed across affective, cognitive, and psychomotor domains, while shooting performance was evaluated based on the preparation, execution, and follow-through phases. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, a paired-samples t-test, and N-Gain analysis. The results showed an increase in the mean learning outcome score from 73.13 on the pretest to 89.66 on the posttest, while the proportion of students achieving mastery increased from 56.25% to 100%. The pretest and posttest data were normally distributed, with Shapiro–Wilk significance values of 0.084 and 0.121, respectively. The paired-samples t-test indicated a significant difference between pretest and posttest scores, t(31) = −15.862, p < 0.001. The N-Gain score was 0.615, indicating a moderate level of improvement. In conclusion, students demonstrated a significant improvement in soccer shooting technique learning outcomes following the implementation of Game-Based Learning, with the magnitude of improvement classified as moderate. These findings suggest that Game-Based Learning may serve as a useful alternative for teaching soccer shooting skills; however, the findings should be interpreted within the limitations of the one-group pretest–posttest design and the specific study participants.]]>
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