<![CDATA[This study aimed to describe the implementation of Game-Based Learning (GBL) through a modified 3 vs 3 Target Cone handball game and changes in learning motivation and student engagement among sixth-grade students in physical education. Classroom action research based on the Kemmis and McTaggart model was conducted in two cycles and three meetings: pre-action, Cycle I, and Cycle II. The participants were 27 sixth-grade students at SDN Dandangan 1 Kota Kediri. Learning motivation was measured using a 15-item four-point Likert questionnaire, while student engagement was assessed using a 16-item observation sheet. The instruments were reviewed by three validators, but empirical validity and internal reliability were not calculated because item-level response data were unavailable. Data were analyzed descriptively using percentage scores and changes across stages. Mean motivation changed from 54.7% to 74.2% and 85.7%, while engagement changed from 55.0% to 74.6% and 85.2%. At the end of Cycle II, both class means reached the Mahir category and all 27 students reached at least the Cakap category. These changes occurred alongside action refinement based on reflection across cycles.]]>
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