<![CDATA[This study was motivated by the low level of students learning motivation in Civic Education (PPKn) on the topic of Citizens Rights and Obligations in class IX-5 at SMP Negeri 8 Medan. The condition was influenced by teacher-centered learning, limited use of instructional media, and insufficient connection between the learning material and students real-life experiences. This study aimed to improve students learning motivation through the implementation of the Culturally Responsive Teaching (CRT) approach using a Genially-based snakes and ladders game on the topic of Citizens Rights and Obligations. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 30 students of class IX-5 at SMP Negeri 8 Medan. Data were collected through observation, a learning motivation questionnaire, and documentation, and were analyzed using descriptive quantitative and qualitative approaches. The results showed that the average students learning motivation increased from 50.55% in the pre-cycle, categorized as moderate, to 75.15% in Cycle I, categorized as high, and 82.35% in Cycle II, categorized as very high. Overall, students learning motivation increased by 31.80 percentage points. This improvement was supported by behavioral changes, including increased attention, enthusiasm, discussion participation, confidence in expressing opinions, cooperation, and self-confidence. Thus, the implementation of CRT using a Genially-based snakes and ladders game can serve as an alternative approach to improving students learning motivation in Civic Education.]]>
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