<![CDATA[Science literacy outcomes among elementary school students in Indonesia remain relatively low, as instruction is still dominated by expository approaches that fail to engage students actively. Game-Based Learning (GBL) is viewed as an instructional model that can enhance student engagement through interactive, enjoyable learning activities. This study aimed to analyze the influence of the Game-Based Learning (GBL) model and learning motivation on the IPAS (Natural and Social Sciences) learning outcomes of sixth-grade students at SDN Dupak I Surabaya. The study used a quantitative approach with a quasi-experimental, 2×2 factorial design. The participants consisted of 40 students divided into an experimental group (GBL) and a control group (expository). Data were collected via learning motivation questionnaires and IPAS learning outcome tests, then analyzed using Two-Way Analysis of Variance (ANOVA). The analysis results revealed a significant difference in IPAS learning outcomes between students taught using the GBL model and those taught using the expository model (Sig. = 0.002 < 0.05). Furthermore, IPAS learning outcomes differed significantly between students with high and low learning motivation (Sig. = 0.001 < 0.05). However, no significant interaction was found between the instructional model and learning motivation regarding students' IPAS learning outcomes (Sig. = 0.640 > 0.05). The Game-Based Learning (GBL) model showed a significantly greater influence than the expository model in enhancing students' IPAS learning achievement. Additionally, learning motivation significantly influenced academic achievement.]]>
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