<![CDATA[English vocabulary comprehension is an individual's ability to recognize, comprehend, and connect the meaning of words according to context. However, in reality, elementary school students' English vocabulary comprehension is still relatively low, thus impacting the process and outcomes of English learning. This condition is influenced by the limitations of the learning process which is still dominated by conventional learning, so that the English learning process has not been implemented optimally. This study aims to determine the effect of using a game-based learning model based on educational games on interacty.me on English vocabulary comprehension of fourth-grade elementary school students. This study used a quasi-experimental method with a non-equivalent control group design. The sample of this study were 73 fourth-grade students of SDN 9 Nagrikaler, divided into two groups, namely the experimental group and the control group. Based on the results of the research that has been conducted, it shows that the experimental class experienced a higher increase in scores compared to the control class. The average pretest score of the experimental class was 58.73, increasing to 77.78 in the posttest, while the control class increased from 50.22 to 65.22. In the independent-samples t-test, the value was <0.001; there was a higher and significant difference in the average in the experimental class that received the game-based learning model based on the educational game interacty.me compared to the control class that received conventional learning. The increase in the N-Gain score of the experimental class obtained a value of 0.44 in the medium category, while the control class obtained a value of 0.28 in the low category. These findings indicate that the use of a game-based learning model based on the educational game interacty.me is more effective in improving students' English vocabulary understanding compared to conventional learning.]]>
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