<![CDATA[This study aimed to analyze the optimization of gamification-based learning in developing the critical thinking and collaboration skills of fourth-grade students at SD Negeri 22 Pulau Kanalo. The study employed a quantitative approach with a pre-experimental one-group pretest-posttest design. The participants were 11 fourth-grade students. Data were collected using a critical thinking test and a collaboration observation sheet administered before and after the implementation of gamification-based learning. Data analysis included descriptive statistics, the Shapiro-Wilk normality test, homogeneity testing as supporting analysis, a paired-samples t-test, N-Gain analysis, and effect size analysis. The findings showed that students’ critical thinking skills increased from a pretest mean score of 59.82 to a posttest mean score of 81.45. The paired-samples t-test resulted in t = -12.03, df = 10, with a significance value of < 0.001, indicating a statistically significant change following the implementation of gamification-based learning. The N-Gain score was 0.54, categorized as moderate, while the effect size of 3.63 indicated a very large effect. Students’ collaboration skills also increased from a pretest mean score of 62.36 to a posttest mean score of 84.18. The paired-samples t-test produced t = -11.10, df = 10, with a significance value of < 0.001. The N-Gain score of 0.58 was categorized as moderate, while the effect size of 3.35 indicated a very large effect. Improvements were observed across indicators of analysis, evaluation, reasoning, drawing conclusions, problem solving, cooperation, communication, participation, responsibility, contribution, and respect for peers’ opinions. These findings indicate that gamification-based learning can support the development of elementary students’ critical thinking and collaboration skills.]]>
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