<![CDATA[Learning in science and social studies (IPAS) demands active student engagement, yet classroom practice remains dominated by insufficiently varied models, leaving some students below the minimum mastery criterion. This study describes the implementation of the Game Based Learning model in IPAS and analyses the pattern of change in the learning outcomes of grade IV students at MIS Ciparay 2. This classroom action research was conducted in two cycles with fifteen students through planning, action, observation, and reflection. Data were collected through achievement tests and student activity observation sheets, then analysed using comparative descriptive analysis and decomposed by rate of change across stages. The class mean rose from 64 at pre-cycle to 75 in Cycle I and 88 in Cycle II, while mastery rose from ten to twelve and then fourteen students, that is from 66.67 per cent to 80.00 per cent and 93.33 per cent. Decomposition reveals a distinctive pattern: the number of students crossing the mastery threshold remained two in both transitions, whereas the mean gain accelerated from eleven to thirteen points. The contribution of Cycle II therefore lies in deepening attainment across the class rather than equalising mastery.]]>
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